The purpose of this study was to examine the differences in primary professional school counselor burnout and secondary professional school counselor burnout indicators. Specifically, this study was concerned with influences of the variables: age, level of licensure, professional affiliation, years of counseling experience, type of school and type of counselor on the level of burnout indicators for the primary professional school counselor and the secondary professional school counselor using-the Maslach Burnout Inventory. The population of this investigation was primary school counselors, grades PK-6 (25) and secondary school counselors, grades 7-12 (25). All counselors were employed by a school district in southeast Texas and administered a modified Maslach Burnout Inventory via the web. The data analysis contained the examination of the six null hypothesis tested for in this study. Testing of the six hypotheses was accomplished by using the parametric procedure of Multivariate Analysis of Variance. All hypotheses were tested at the 0.05 level or better. There were two statically significant differences in burnout indicators with regards to depersonalization and personal accomplishment between primary and secondary school counselor. The following recommendations are offered to counselors and other professionals with regard to burnout. As a profession, we cannot be so busy as to not take care of ourselves and take a proactive role in warding off burnout. First, there needs to be advocacy at a governmental level. A well place e-mail to a state representative or senator or better yet a scheduled visit has merit. Secondly, counselors need to join professional organizations that help promote their cause. Third, counselors need to work with their districts and request appropriate staff development to help with burnout issues. Fourth, counselors need to work at a campus level with principals to help prioritize duties and show value in supporting student success. Finally, counselors need to work at a peer level. No one knows the path of a counselor more than a fellow counselor. In short, burnout does not see race, or economic status. It does not care if you are an elementary school counselor or a high school counselor. Therefore, it is everyone's concern. A proactive approach seems to be a prudent response to this mighty foe. The implications for research are ongoing. As society transforms and economic conditions change, technology evolves and "new" education philosophies emerge the role of the counselor changes. The only constant is the importance of connecting with another human being. Once that element is compromised, either by emotional exhaustion, depersonalization or personal accomplishment helping is undermined. Further research is needed in understanding the implications of each of these areas not just burnout globally. Furthermore it is important that longitudinal studies continue in multiple environments and 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/en-US/products/dissertations/individuals.shtml.]