This study of 469 elementary and secondary classroom teachers examined the relationships among role conflict, role ambiguity, and teacher burnout. Three phases of burnout were examined: feelings of emotional exhaustion, negative attitudes toward students, and feelings of lack of accomplishment. Multiple regression analysis was used to examine the relationships. Two of the more important findings were: (1) Role conflict and role ambiguity explained a significant amount of variance in feelings of emotional exhaustion and negative attitudes toward students; and (2) Role conflict and role ambiguity differ in their relationship to the three burnout phases. Suggestions for minimizing role conflict and role ambiguity and recommendations for future research are presented. (Authors/JD)