This study utilizes a correlation matrix to examine relationships between variables identified in literature (role ambiguity, role conflict, assignment of non-counseling duties, coworker and supervisor support, and level of control over time and task) as measured by the Demand Control Support Questionnaire (DCSQ), and elements of school counselor burnout (SCBO) as measured by the Counselor Burnout Inventory (CBI) subscales (Exhaustion, Incompetence, Negative Work Environment, Devaluing Clients, and Deterioration in Personal Life). Findings indicate experiencing high external demands, such as assignment of non-counseling duties; experiencing the school as a negative place to work; and experiencing low levels of support from colleagues and supervisors result in high levels of exhaustion and contribute to burnout. These variables need further exploration using a hierarchical multiple regression to analyze the amount of variance they contribute to SCBO. The article includes a discussion of ethical concerns, future research, and practice implications for school counselor educators, supervisors, educational administrators, and school counselors.