Findings of a study that explored differences in the degree and type of burnout experienced by California elementary school principals are presented in this paper. Data were derived from a survey that was mailed to a stratified random sample of 200 California elementary principals--100 from year-round and 100 from traditional-calendar schools. Both year-round and traditional calendar principals reported low levels of burnout, with the exception of those who had preschool children living at home. Traditional calendar principals experienced greater stress related to compliance with state, federal, and organizational policies. A conclusion is that year-round school conditions do not lead to higher principal burnout. However, when compared to the overall working population, California elementary principals had lower scores in the areas of personal accomplishment and depersonalization. Seventeen tables are included. (11 references) (LMI)