The purpose of the following study was to determine the relationship between burnout, compassion satisfaction, and empathy for elementary-level special education teachers. Compassion satisfaction and empathy are considered resources that are necessary for teachers in appropriately performing their job tasks. Along with job tasks, there are numerous stressors that lead to burnout for elementary-level special education teachers. Burnout is detrimental to the well-being of the teachers and has negative impacts on schools and the educational system. Understanding the relationship between these variables can aid in reducing and preventing burnout amongst teachers. This is a necessity as education and schools can have an impact on families and communities. The study utilized a quantitative research design that involved a correlational approach and the use of MANOVA. The three studied variables were burnout, compassion satisfaction, and empathy. The population were elementary-level special education teachers and the sample was selected through the use of simple random sampling. The sample was diverse in relation to age, years of experience, and ethnicity. The MANOVA and Wilk's Lamba analyses were completed through the SPSS 29 program for Windows. The findings showed that there is a statistically significant relationship between burnout and compassion satisfaction, but not a statistically significant relationship between burnout and empathy. Understanding these relationships can aid the promotion of teacher well-being through adjusting practices and policies to account for stress and diminishing the effects of burnout, while improving the educational environment for families and related communities. [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.]