Studies have suggested that teachers' burnout levels are stable over time. This might be because longitudinal studies on burnout have mainly used a variable-based approach. The purpose of this study was to determine if a person-based approach could provide a more multifaceted perspective to the development of teacher burnout. 816 beginning teachers were tracked over the first three years of their employment. At group level, burnout levels were moderately low and stable over time. However, underlying these levels were seven trajectories, of which six changed significantly over time. Changes in burnout trajectories were associated with concurrent changes in burnout-related variables. (Contains 6 tables and 2 figures.)