The wellbeing of teachers, which has a profound influence on their students and the institutions they work for, is well-documented but under-recognized. This autoethnographic study uses first-person narratives to illustrate burnout through reflections and writings, which offer the possibility and potential for teachers to reflect on their own experiences. Understanding the journey to develop wellbeing can provide implications for others to avoid burnout and stress-related illnesses and develop a personal program to create wellbeing in their lives. Suggestions for burnout coping strategies are provided for schools and teachers.