This paper discusses the outcomes of a meta-analysis that reviewed primary studies from eight major databases to investigate the impact of role ambiguity and conflict in the burnout of special education teachers. Five role constructs were found to be present in the literature on burnout among special educators: role ambiguity, role conflict, role expectations conflict, role overload, and role self-concept. Meta-analyses were conducted for each of these role constructs and the various relationships they share with burnout constructs. With the exception of role conflict, effect sizes were given or derived for each of the role constructs and six distinct burnout constructs (frequency and intensity of emotional exhaustion, depersonalization, and personal accomplishment). Multiple effect sizes for role conflict were found only for its relationship to emotional exhaustion. Specifically, the average effect size estimate for both the frequency and intensity for emotional exhaustion as it related to role ambiguity indicates a small positive relationship between these two constructs, the frequency of depersonalization shares a small positive relationship with role ambiguity, and the intensity of personal accomplishments reveal a small but clearly inverse relationship with role ambiguity. (Contains 39 references and 6 tables.) (CR)