Although burnout has been extensively studied in business and various public services, only a few studies in education have been conducted, and these were primarily with teachers. Few studies of school administrator burnout have been conducted using instruments appropriate to that field. This paper summarizes a study examining the relationships between colleague perceptions and administrator burnout as measured by the Administrator Role Perception Inventory. This study also investigated the relationships between colleague perceptions and factors associated with burnout. The sample was drawn from the membership of a west coast, state-level organization of school administrators. All 2,113 members received a biographical questionnaire and the inventory; 62 percent completed and returned the packet. For a random sample of 159 members, colleague questionnaires were distributed, for a 48 percent return rate. Means and standard deviations for the subsample of administrators on the ARPI were calculated. Coefficients of correlation between the ARPI scales and colleague perceptions were also calculated. Results indicated that burnout exists and that the characteristics of burnout among school administrators (depression, lowered motivation, isolation from others, and reduced accomplishment) can be identified by colleagues. As this study suggests, it is possible to develop skills in identifying emerging burnout, perhaps aided by an inventory developed for this purpose. (18 references) (MLH)