This study sought to develop a clearer understanding of the correlates of the emotional exhaustion aspect of burnout among learning disabilities (LD) teachers in resource programs. Specifically, the study examined the relationship between the emotional aspect of burnout as measured by the Maslach Burnout Inventory (MBI) and: (1) background variables (age, marital status, teaching experience, level of education, and grade level teaching); (2) job conditions (number of students, time pressures, instructional complexity, and assessment responsibility); and (3) perceived degree of stress associated with job tasks. From the target population, 215 female LD teachers in resource service delivery models in Missouri responded to a survey containing the MBI, a resource LD teacher's job conditions questionnaire, and a work task stressor scale. The findings on each of the variables and combinations of variables are presented and discussed. Among the conclusions reached were that teachers who experience more demands on themselves experience more emotional exhaustion; LD teachers do not sense support from parents and administrators; and teachers who share assessment duties with other professionals experience less intense feelings of exhaustion. The questionnaires are appended and a bibliography is included. (JD)