This study examined the burnout levels of a broad crosssectional sample of primary school teachers (n=1657) from Qatar within the three domains of the burnout syndrome: Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). Statistical analysis results indicated high levels of burnout reported by the participants (52.2%) within the core dimension of burnout -Emotional Exhaustion (EE) dimension, indicating a high level of emotional overextension and exhaustion. Relatively low levels of burnout in the Depersonalization (DP) and Personal Accomplishment (PA) dimensions were identified. Geographical data analysis discovered significant differences among primary teachers' burnout level and nationality, gender, educational levels, and years of teaching experience in one or more dimensions. Nevertheless, there were no significant differences reported with teachers' educational level in any of the burnout dimensions. The results of the study provide implications for teachers' well-being and professional development in Qatar.