The field of special education, from birth-12, has the greatest shortage of teachers nationally mainly caused by the burnout these professionals feel (Burnett, Hoffman, & Palladino, 2007; McLeskey, Tyler, & Saunders-Flippin, 2004). The purpose of this qualitative study was to look at the relationships between burnout and job satisfaction among Early Childhood Special Educators. Furthermore, to dive into the questions of what themes are present during burnout and what can be done to best support early childhood special educators before reaching the point of burnout. Using Bem's self-perception lens, three self-proclaimed Early Childhood Special Educators were interviewed in a series of open-ended questions relating to their personal experiences in the field. The findings revealed educators experience greater job satisfaction and fewer signs of burnout with the proper amount of support from co-workers and staff, having created a good balance of work life and personal life, and actively practicing self-care.