Teacher burnout can have negative consequences for both the teacher and the school environment. In this study, a quantitative, correlational approach was used to examine teacher burnout in relation to their proficiency in technology-integrated instruction. The study aims to investigate whether there is a connection between a teacher's ability to use technology in teaching and their level of burnout. To that end, the study used the Maslach Burnout Inventory: Educators Survey (MBI-ES) instrument to measure teacher burnout and the Technological Pedagogical Content Knowledge (TPACK) instrument to measure technology integration in instruction. Based on a dataset from 73 teachers in K-8 Title I public schools in Florida, the study used correlation analyses to assess the associations between MBI-ES and TPACK. Per the results, a statistically significant positive relationship was found between Personal Accomplishment (PA) in MBI and all TPACK domains (excluding TK). A statistically significant negative relationship was found between Depersonalization (DP) in MBI and each Technological Content Knowledge (TCK) and Pedagogical Content Knowledge (PCK) in TPACK. In light of the accelerated demand for technology integration due to the COVID-19 pandemic, this study highlights the necessity of technology integration in instructional practices in reducing teacher burnout and advocates for the holistic incorporation of technology, pedagogy, and content in preservice courses.