The purpose of this quantitative, non-experimental, correlational research study was to determine any relationships among attitude toward science, level of burnout, and intention to remain in the classroom at the end of the 2022-2023 school year. Participants in the study were active secondary science teachers in Pennsylvania (n=282). Teachers were provided with an anonymous online assessment related to their attitudes toward science, levels of burnout, and basic demographics. The results of a t-test determined no significant relationship between attitude toward science and burnout. Therefore, the null hypothesis was accepted: there is no relationship between attitude toward science and burnout. A t-test was also completed for the relationship between burnout and intention to remain in the classroom, and a significant relationship was found. Therefore, the alternative hypothesis was accepted. The higher the level of burnout, the less likely a teacher was to remain in the classroom. A Pearson's Correlation was conducted between a science teacher's attitude toward science and level of burnout. No statistically significant relationship was found; therefore, the null hypothesis was accepted. Although only one research question yielded statistical significance, the data collected indicate potential practical implications and recommendations for future research. [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.]