This study explored the elements in the school environment which predict beginning teachers' burnout at the end of the first year of teaching. Two surveys were administered to 45 first-year teachers, one in the fall semester and the other several weeks before the end of the school year. The surveys queried the teachers about their current working environment and their feelings associated with burnout. Factors measured were: (1) role overload; (2) instructional rewards; (3) job design; (4) role ambiguity; (5) classroom environment; (6) goal clarity; and (7) frequency of interaction with other teachers and administrators. Findings indicated that rewards obtained from student progress, and teacher and administrator recognition were the only factors determined to have a significant influence as predictors of end-of-the-year burnout. It was also found that high levels of skill variety in the job did not contribute to less teacher burnout in this sample. It is concluded that providing positive recognition and adequate time for planning and instruction, as well as reducing class size, may reduce beginning teachers' burnout and attrition. (JD)