Burnout is known to be a job-related syndrome. Freudenberger (1974) introduced the term "burnout" to describe the inability to function effectively in one's job as a consequence of prolonged and extensive job-related stress. Teaching has been identified as a highly stressful job. Selye (1974, as cited in Iwanicki, 1983) used the terms "eustress" and "distress" to distinguish between beneficial and harmful types of stress. It is the latter that leads to burnout. There were studies which demonstrate that many teachers experience high levels of stress and suffer from burnout in the course of their careers. The information technology users, however, are shown to be differentially affected by the job-related stress and burnout. In light of these findings, it is important to examine the burnout of Turkish computer teachers because they are the most frequent information technology users among teachers in Turkey. They are also the implementers of computer curriculum, which is the product of the basic education reform. In this study, the author aims to discover the organizational and background variables that can be used to predict different facets of burnout in the Turkish computer teachers. The author also intends to reveal the problems (stressors) that the teachers experience during teaching of computers. The results of the present study suggest that computer teachers face a number of problems related to the levels of their stress and burnout. (Contains 5 tables.)