This quantitative study aimed to evaluate the burnout level among elementary school teachers working in Title I schools. The research used a quantitative, non-experimental design, employing a survey research approach. In this study, teachers in Title I schools were the independent variable, while teacher burnout was the dependent variable. The results indicated that the participants perceived themselves as at a higher risk for burnout than the Burnout Assessment Tool (BAT) norm. The BAT, a self-report questionnaire measuring burnout through dimensions of exhaustion, mental distance, cognitive impairment, and emotional impairment, revealed higher mean scores for these dimensions among the study participants compared to the BAT norms. Additionally, no statistically significant differences were found in the perceived burnout levels based on demographic variables. Age, gender, and experience do not significantly affect the participants' burnout levels, which remained consistently high. The research findings highlight a high level of concern among participants regarding the risks of burnout, as evidenced by significant differences from established norms. Moreover, the consistent findings across different demographic variables indicate that burnout is a contemporary issue not limited by age, gender, or profession. These insights provide valuable information on the experience of burnout and emphasize the need to address this issue in diverse settings. [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.]