The high rate of burnout experienced among teachers was the driving problem addressed throughout this study. Burnout has long been an issue in public service arenas, and, within education, costs school districts across the nation millions of dollars annually. The purpose of this investigation was to examine perceptions of burnout in relation to instructional models. Two research questions were posed. The first question examined how instructional models impacted perceptions of teacher burnout. The second question examined differences in perceptions of contributing burnout factors across instructional models. Fifteen upper elementary teachers from several schools across Missouri participated in this qualitative case study. Participants were asked to complete an anonymous online questionnaire. Their responses were examined for themes within and across instructional models. Results indicated that teachers across instructional models experienced some level of burnout. Across both instructional models, teachers stated that administrative loads, lack of planning time and lack of curriculum and related resources contributed to their burnout. In addition, teachers from self-contained models indicated student behaviors and lack of parent support as a contributing factor. Additionally, a significant connection to self-efficacy was noted across instructional models. A majority of teachers preferred an Elementary Content Specialization (ECS) model so that they could become content experts, thus leading to higher self-efficacy. These findings further support the theoretical frameworks of both Job Demands and Resources Theory and Conservation of Resource Theory. Educational administrators may use these findings to assist them in decreasing burnout among their teachers. Recommendations for future research included increasing the number of participants from ECS models and changing the time of year in which the questionnaire is distributed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]