Investigations are needed to illuminate how teachers at different degrees of burnout perceive stressful situations (either internally or externally) and how they perceive the control of pupil behavior. This paper summarizes a study exploring whether there is a direct relationship between: (1) locus of control and teacher burnout; (2) pupil control ideology and teacher burnout; and (3) locus of control and pupil control ideology. To test these hypotheses, operational measures such as the Pupil Control Ideology, the Internal-External Locus of Control Scale, and Maslach Burnout Inventory were used. The study sample consisted of 191 public school teachers from 13 schools located in a large Midwestern city. The schools are interracial and cross-cultural centers employing primarily Afro-American, Caucasian, and Hispanic teachers serving students of similar ethnic backgrounds. Results supported the first hypothesis that described individuals with an external locus of control as probably having fewer coping strategies than those with an internal locus of control. Findings also supported the second hypothesis; teachers who have a custodial pupil control ideology will most likely also experience more emotional exhaustion, depersonalization, and a lack of personal accomplishment. The third hypothesis was also supported; teachers with a custodial pupil control ideology appear to have an external locus of control. (46 references) (MLH)