This qualitative case study aimed to examine the experiences of teachers who have undergone a minimum of four sessions of Cognitive Behavior Therapy (CBT) to deal with subjective feelings of burnout. The study comprised a qualitative research design involving a purposive sample of 10 to 15 educators who have utilized at least four sessions of CBT for burnout symptoms within the past ten years (Lim et al., 2018). The research question explores the specific stressors that drive teachers to seek CBT to address and manage burnout and explore teachers' thought processes that contribute to teacher resilience post-CBT. The findings of this study provide valuable insights that can inform evidence-based interventions and policies to promote educator well-being and enhance student success in educational settings. [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.]