The purpose of this quantitative, causal-comparative study was to discover if and to what extent a difference between virtual K-12 teachers' (VT) and K-12 traditional teachers'(TT) burnout for the components of emotional exhaustion (EE), depersonalization (D), and personal achievement (PA), as indicated on the Maslach Burnout Inventory -- Educators Survey (MBI-ES) existed. Holland's person- environmental fit theory and Freudenberger's burnout theory were theoretical foundations used in this study. The study was guided by three research questions which sought to answer if and to what extent a difference existed between the virtual K-12 teachers' and the K-12 traditional teachers' burnout for the components of EE, D, and PA, as indicated on the MBI-ES. A convenience sample of 270 teachers from Alabama, Louisiana, and Texas completed the 22-item MBI-ES. An independent samples t-test was used test the hypotheses. There was a statistically significant difference in the mean scores for the component of emotional exhaustion between virtual and traditional teachers, with traditional teachers scoring higher t (252.878) = -5.149, p = <0.001). There was no statistically significant difference between burnout for virtual teachers and traditional teachers on the component of depersonalization, with traditional teachers scoring slightly higher (M n1 = 1.70, M n2 = 1.97). There was a statistically significant difference in the mean scores for the component of personal accomplishment between virtual and traditional teachers, with traditional teachers scoring higher t (250.11) = -2.15, p = 0.32). [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]