The purpose of the current study was to explore the lived experiences of bilingual school counselor burnout in rural districts within the United States. Research questions guiding this phenomenological analysis includes: What are the lived experiences of Bilingual School Counselors struggling with burnout? Two sub-questions are, How do bilingual school counselors manage stress and burnout due to workplace demands? How does performing non-counseling duties impact the role of Bilingual School Counselors? Participants included state certified school counselors, who currently provide bilingual services, in predominantly Spanish-speaking populated school districts in rural or suburban (other central city) areas with limited administrative support or professional training. Variables indicated previously through literature as contributing to burnout included: higher case management, increased non-counseling duties, and proximity to counselor depersonalization. Implications for additional training and development of the bilingual school counselor for future research are provided. Establishing a foundational program and training, including self-care and supportive regional sources, at the graduate level can be used to support the burnout and insecurity experienced. Further investigation of the needs of school counselors interested in the bilingual track is necessary to further support these findings. [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.]