This meta-analysis verifies associations between three dimensions of special education teachers’ (SET) burnout (emotional exhaustion, depersonalization, and personal accomplishment) and student-, teacher-, and school-related variables. Altogether, 28 peer-reviewed English articles and 13 dissertations (total sample of teachers = 6,623) published between 1983 and December 2018 were analyzed. The degree of correlation effect sizes between special education teachers’ burnout and its related variables was extensive. Results revealed distinct relations by each burnout dimension: emotional exhaustion, depersonalization, and personal accomplishment and student-, teacher-, and school-related variables. Student age (Fisher’s Z = .316) was significantly associated with SET depersonalization. Self-efficacy (Fisher’s Z = −0.390, emotional exhaustion; −0.321, depersonalization; 0.633, personal accomplishment), stress (0.366, emotional exhaustion; 0.340, depersonalization; −0.110 personal accomplishment), and support from school personnel (−0.119, emotional exhaustion; −0.140, depersonalization; 0.172, personal accomplishment) were also significantly related to each burnout dimension. Support programs to relieve SET burnout must consider these variables.