The purpose of this Dissertation in Practice was to explore the relationship between cultural intelligence and burnout in teachers. This purpose was rooted in a growing trend of teachers reporting a significant degree of burnout and education frequently being noted as one of the most stressful professions in the job market (Johnson et al., 2005; Saloviita & Pakarinen, 2021). In particular, teachers who work with a culturally heterogeneous student body face challenges with linguistic, behavioral, and social differences which can result in work-related stress which, if unmanaged, leads to burnout (Dilg, 2003; Dubbeld et al., 2019; Gutentag et al., 2018). Since cultural intelligence is an indicator as to how successful a person will be navigating culturally diverse environments and has been related to outcomes associated with job performance and job satisfaction (Baluku et al., 2019), it is worth exploring whether a relationship exists between the four factors of cultural intelligence and the three factors of burnout. This exploratory research study used a quantitative approach with a survey method. Research participants included 153 PK-12th grade teachers working at an international boarding school located in South Florida. Data collected was analyzed through the lens of three research questions: 1. What level of cultural intelligence (CQ) and degree of burnout are reported by teachers working at an international school in the United States? 2. How do the levels of teacher CQ and degree of burnout differ by teachers' demographic characteristics? 3. What are the relationships between the four factors of cultural intelligence and the three factors of burnout in teachers working at an international school in the United States? The data was analyzed using descriptive statistics, independent t-tests, and a series of multiple linear regression models. The results of the study are reported in two parts. First the descriptive statistics and results from the t-tests for the mean differences of each factor of CQ and each factor of burnout between demographic groups are reported. Second, multiple linear regression models were fitted, and the results of each model were addressed. All data analyses were conducted using SPSS. The results of the multiple linear regression analyses are especially important as this research found that teachers with high motivational cultural intelligence tend to report lower degrees of emotional exhaustion and depersonalization and higher degrees of personal accomplishment. This study expands the knowledge on cultural intelligence in educators by finding that Motivational CQ was the only factor statistically significantly related to all three factors of burnout. Moving forward, it is recommended that educational leaders focus on professional development aimed at increasing a teacher's motivational cultural intelligence as this may lead to a decrease in their burnout. Two limitations of this study are the small sample size and the fact that all teachers work at the same school. Therefore, it is suggested that future research examines the relationship between cultural intelligence and burnout by surveying a larger sample size of teachers who work at multiple schools to allow for greater generalizability of the results. [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.]