The burnout and attrition of teachers is a critical issue both in the United States and internationally. However, there is insufficient empirical research addressing these concerns among world language teachers. This paper reports the results of surveying high school world language teachers across all regions of the United States (N= 313) to investigate the relationship between three constructs: burnout, intent to quit, and teacher empowerment. The results of descriptive statistics and multiple regression analysis suggest that teacher empowerment significantly impacts levels of burnout and intent to quit. More specifically, higher levels of professional growth, self-efficacy, and autonomy may predict lower levels of burnout and intent to quit in high school world language teachers. The findings of this study suggest that interventions that focus on increasing teacher empowerment may be effective in reducing burnout and intent to quit in high school world language teachers. Potential interventions focusing on these factors are discussed.