This study aimed to investigate the burnout levels of teachers of English as a foreign language (EFL) at primary schools in Turkey, and how they cope with burnout. It was also aimed to examine if there was a relationship between the teachers' burnout levels and their adopted coping strategies. The participants of the study comprised 108 EFL teachers working in primary schools in Tekirdag province during 2018-2019 school year. They were selected using convenience sampling method and on voluntary basis. The data were collected via "The Teacher Burnout Scale" (Richmond et al., 2001) and a coping strategies multiple response questionnaire adapted by the researchers (Kyriacou, 2001; Küçükoglu, 2013). For the piloting purpose, the questionnaire was administered to 29 EFL teachers. After the piloting, it was found that Cronbach's alpha of the questionnaire was 0.789. Then, the main study period was conducted with the participant teachers. The data were analysed using descriptive statistics. The findings revealed that the burnout levels of the participant EFL teachers was quite low. Furthermore, the results indicated that the teachers with severe burnout levels benefited less from both palliative/emotion-focused strategies and direct action/problem-focused coping strategies than the teachers with substantial, some and low burnout levels, respectively.