Special education teachers are few in Georgia public schools, and the numbers are decreasing each year. Policy makers and administrators are busy making policies to assist special education teachers. Therefore, this research included the special education teachers' voice in advising policymakers and administrators about the challenges they encounter on a daily basis and how they best handle these obstacles during instructional practices. Learning about these challenges by listening to the experiences of special education teachers, a more realistic view of the problem can be understood. The problem addressed in this study was that special education teachers face burnout from the stressors challenging their daily practices that have been a result of classroom exits. This has led to a shortage of special education teachers in rural Georgia's public schools. The purpose of this qualitative exploratory case study was to explore special education teachers' perceptions of the burnout that they face, how it contributes to their instructional practices, and identify possible strategies for addressing burnout. The theoretical framework for this study was Maslach's theory of burnout. This framework is a psychological syndrome that includes emotional exhaustion, depersonalization, and a low sense of personal accomplishment. The qualitative approach provided special education teachers with an opportunity to describe factors that lead to occupational stressors they endure in the classrooms and school environment. The goal of the study was to gather data that reflect the participants' experiences and perceptions and identify strategies to help special education teachers effectively provide instruction to their students while simultaneously alleviating stressful challenges. Data for this qualitative exploratory approach were collected using questionnaires and semi-structured interviews via Zoom or face-to-face. The data were analyzed using NVivo software. The final sample size included 11 special two years of experience teaching in either self-contained or inclusive settings. Key findings from this research suggest that special education teachers require more time for effective training, regrouping throughout the workday, and collaboration to plan effectively. Fewer duties and required tasks should be assigned, and more assistance from newly hired and trained workers is suggested to alleviate stressors that lead to burnout. [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.]