This article offers reflections on a preventive training model focused on teacher burnout that can enrich preservice teacher education. Two fundamental questions are discussed: (1) Which factors in the work of a teacher are potential sources of burnout? and (2) What must a preventive concept include to forestall the problem of future teachers' burnout? Examining possible stress factors facing teachers, two categories are considered: stress causes "outside of lessons" and stress causes "during the lessons". A list of the "outside of lessons" causes is further divided into personal, interpersonal, and organizational sources of stress. The more numerous "during the lessons" group fell into three subgroups: a structural area; an area of professional competence; and an area of psychological competence. The latter two areas constitute the greatest potential for problems. Several elements of training that should be included in a possible preservice curriculum are discussed: (1) theoretical and practical knowledge should be incorporated so that the preservice teacher can recognize the reality of classroom teaching; (2) basics related to burnout should be presented; (3) general suggestions for prevention of burnout should be made; and (4) more individualized training for the prospective teacher should be offered. A bibliography is included. (JD)