This study examined students' perceptions of teacher burnout in relation to the occurrence of disruptive student behavior and teacher competence to cope with this behavior. It also examined whether three survey instruments could be adapted to enable students to report on their teachers' psychosocial wellbeing. Participants were students in their late teens and early twenties attending a Regional Training Center in the Netherlands. Students completed three adapted questionnaires: the Dutch version of the Maslach Burnout Inventory for teachers, the Coping with Destructive Behavior questionnaire (an adapted version of the Self-Efficacy Scale for Classroom Management and Discipline), and the Perceived Disruptive Behavior Scale (an adapted version of the Order and Organization subscale of the Classroom Environment Scale). Results showed that the three scales could be adapted to students to report perceived teacher burnout symptoms, the occurrence of perceived disruptive student behavior, and perceived teacher competence to cope with disruptive behavior. Students' perceptions did not differ by age. There was a significant difference between the perceptions of males and females regarding emotional exhaustion and depersonalization, but not personal accomplishment. Significant variance in each of the three burnout dimensions was explained by teacher competence to cope with student disruptive behavior and perceived disruptive student behavior. (Contains 55 references.) (SM)