Purpose: The purpose of this quantitative research was to examine what relationships, if any, exist between the independent variable of burnout and dependent variables of job satisfaction for special education teachers who work with students who have moderate to severe disabilities ages 5 to 22 in a Southern California school district. Methodology: A combined multiple linear regression analysis was conducted to measure and compare the independent variable burnout and dependent variable teacher job satisfaction. Participants consisted of teachers who are currently working with students who have moderate to severe disabilities within grades kindergarten through adult transition (ages 5-22). Data were collected in the form of electronic questionnaires. The two surveys utilized were the Maslach Burnout Inventory-Education Survey and the Teacher Satisfaction Job Questionnaire (TSJQ). Key limitations of the study include generalization, a teacher's level of support from his/her site, administration, and his/her district office, economical factors, and perspectives of teachers and their relationships with parents and students. Findings: Data revealed a statistical significance between a teacher's level burnout and job satisfaction for those who teach students who have moderate to severe disabilities. Additionally, other areas were examined for patterns such as age, years taught, and grade level taught. Conclusions: Results of this study indicate that special education teachers require being valued and supported in order to avoid feelings of emotional exhaustion, depersonalization, and a lack of personal accomplishment, which may lead to job burnout and attrition. Recommendations: Results of this study should be used to further observe patterns and perceptions that may help counteract teacher burnout and the rapid exodus that special education today is facing. In an effort to keep quality teachers, district officials, support staff, and administrators should collaborate on ways in which they can meet the unique needs special education teachers face daily. Moreover, special education teachers themselves should also be included in decisions that affect them and the support they receive. [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.]