This paper examines the stressors that contribute to burnout occurring among community college faculty and the methods that can be used for alleviating its development. Contributors of burnout stressors are discussed from both the societal and system levels as well as those stemming from gender, ethnicity, and length of service. In addition, research is explored concerning the contagious dimension of burnout on the institution. The paper concludes with suggestions for alleviating burnout that include (1) reducing faculty-student ratios, (2) giving faculty more opportunities for other professionally linked activities, (3) developing better administration/teacher relationships, (4) reducing paperwork requirements and unnecessarily complicated work procedures, (5) creating more interesting and comfortable work environments, (6) placing individual needs on a par with institutional needs, and (7) rewarding faculty for scholarship and career development as well as encouraging creativity. The purpose of these suggestions is to reengage faculty in the educational process and to assist them in overcoming the powerlessness, meaninglessness, or isolating conditions that can affect them. Contains 34 references. (GLR)