Special education teacher burnout is a national struggle that affects many school districts. It is critical to study the factors of burnout and the support needed to deter burnout. The Maslach theory of burnout guided this research study, which was fundamentally important to the effects of an educator's perceptions on emotional exhaustion, depersonalization, and personal accomplishment as related to burnout. The purpose of this qualitative single case study was to investigate the perceptions of secondary special education teachers in Texas who may be experiencing burnout and the support needed to deter burnout in the future. Following data analysis and coding, several themes emerged from secondary special education teachers' perceptions. All special education teacher participants expressed their experiences regarding burnout tendencies. Future research recommendations include exploring burnout tendencies in all levels of education, including elementary special education and general education, using a qualitative approach. [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.]