This study investigated how teachers rate levels of burnout and their opinions related to inclusion-based classrooms. Teachers were surveyed across the United States using the Teacher Burnout Scale (TBS) and the Opinions Relative to Integration of Students with Disabilities (ORI) survey. The measures were selected in order to investigate how each may help better understand how burnout can contribute to one's perceptions of working with children with unique learning needs in the classroom. Spearman's Rho investigated the strength and direction of possible correlation between the TBS and ORI measures. Moreover, a one-way ANOVA was used to assess how the Total ORI score may present for teachers who work in urban, suburban and rural populations. Several hypotheses were made for the purpose of this research. First, it was hypothesized, and supported, that there would be a significant, negative correlation between self-reported teacher burnout and teacher views of integration. Next, it was hypothesized that there would be a significant, negative correlation between the Total ORI scores and all TBS subscales, with "perceived administrative support" and "coping with job-related stress" subscales showing the greatest level of support. There was support related to the factor of career satisfaction and preferences for work with students with disabilities. A third hypothesis was made proposing that all ORI subtests would be negatively correlated with the Total TBS score, with "perceived ability to teach students with disabilities" and "integrated classroom management" having the most powerful relationships. There was also support for the relationship that teachers with higher burnout scores endorsed lower levels regarding their ability to manage the classroom. It was also hypothesized that there would be a significant positive correlation between years teaching and Total TBS, which was not supported. It was also hypothesized that there would be a significant positive correlation between number of years teaching students with disabilities and all ORI subscales, which also was not supported. Lastly, it was hypothesized that there would be statistically significant group differences in opinions on inclusion across urban, suburban, and rural school districts. While there was no statistical significance finding, there was a notable trend revealing that compared to suburban and rural colleagues, urban educators endorsed less favorable views of inclusion into mainstream classrooms for students with disabilities. [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.]