This study examines the workload, burnout, and attrition challenges faced by teachers in Khulna. Using a mixed-method approach, data was collected from 150 teachers through surveys and through 30 in-depth interviews across public and private schools. The findings highlight the significant burden caused by administrative responsibilities, large class sizes, and limited institutional support. The study also identifies gender-based differences in coping strategies and contrasts experiences between public and private school educators. Policy recommendations include workload reduction, enhanced mental health support, and structured career advancement. The study contributes to global discussions on teacher burnout, offering insights specific to resource-constrained regions like Bangladesh.