<p>Teacher burnout is a crucial issue in educational settings, leading to numerous challenges such as a decline in education quality, reduced student performance, and, more directly, a significant shortage of teaching professionals. Although the negative relations of psychological resilience and regulatory emotional self-efficiency (RESE) with teacher burnout are well documented, the role of future anxiety is not clear. The purpose of this study is to investigate whether future anxiety acts as a mediator in the negative correlation between psychological resilience and RESE with student burnout among pre-service teachers. Data were collected from 867 pre-service teachers who enrolled in a state university in the Aegean Region of Türkiye. As data collection tools, Future Anxiety Scale for University Students, Burnout Scale Short Form, Regulatory Emotional Self-Efficiency Scale and Short Resilience Scale were used. The analysis revealed significant positive relationships between future anxiety and burnout, while RESE and psychological resilience were negatively associated with both future anxiety and burnout. Additionally, burnout showed significant negative correlations with both RESE and psychological resilience. The findings further demonstrated that future anxiety acted as a full mediator in the relationship between RESE, psychological resilience, and burnout. Results of the study suggest that even when pre-service teachers possess protective psychological factors that reduce burnout risk, future anxiety functions as a critical risk factor contributing to burnout.</p>