This study investigates the multifaceted nature of burnout among teachers who are non-L1 speakers of English in English Medium Instruction (EMI) contexts. Using qualitative data from nine EMI teachers, the prevalence of burnout, its correlation with years of experience, the potential influence of teaching in EMI versus the native language on the teachers’ feelings of burnout, and the coping strategies employed by teachers to overcome burnout were examined. Findings indicate that those with moderate experience encounter higher levels of burnout, while those with more experience report lower levels. Three themes emerge related to factors leading to EMI teachers feeling burnout: student-related variables, job-related concerns, and administrative factors. Coping mechanisms employed by teachers vary, with many lacking effective support systems and often relying on inadequate external strategies. The research highlights the detrimental effects of unresponsive students and the challenges posed by language barriers. To mitigate burnout, improved administrative structures and a more supportive classroom environment are suggested. The need for systemic changes that prioritize teacher’s well-being and enhance student learning outcomes is emphasized.