This study examined the occurrence of impostor phenomenon and burnout among school principals and assistant principals. In addition, the study explored the relationship between impostor phenomenon and burnout among school leaders and the influence gender, role, grade level, and years of experience had on school principal and assistant principal burnout. The research design of the study was a mixed methods sequential explanatory method with two phases of data collection. The Clance Impostor Phenomenon Scale and the Maslach Burnout Inventory for Educators were used to gather data on the incidence and severity of impostor phenomenon and burnout among public school principals and assistant principals within the Commonwealth of Pennsylvania as well as demographic information regarding gender, role, grade level, and years of experience. The sample population for the quantitative phase of the study consisted of 127 K-12 public school principals and assistant principals within the Commonwealth of Pennsylvania. The quantitative results showed impostor phenomenon, when combined with gender, role, grade level, and years of experience cannot be used to predict burnout. However qualitative results indicated a significant relationship exists between impostor phenomenon and burnout and suggested school principals and assistant principals experienced thoughts and feelings associated with impostor phenomenon across demographic groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]