Although the Turkish Constitution stipulates that formal education is to be provided by the state and funded by public taxes, in recent years the number of private K-12 schools in Turkey has grown, with government incentives. The aim is to increase the quality of education by providing a competitive environment (Özdemir&Tüysüz) 2017. Considering that English language lessons are a noteworthy marketing point for these schools, coupled with more stringent appointment procedures to state schools, more English language teachers are finding employment at these schools. This mixed-method study (Creswell,2014) aims to determine whether a group of English language teachers working in state and private K-12 schools in Turkey experience burnout and to find out the reasons for it. Quantitative data were collected from teachers working at state schools (n=112) and private schools(n=112) via a self-report burnout scale. MANOVA was used to determine any significant differences between the two groups and in terms of demographic variables. Qualitative data were collected utilizing semi-structured interview with teachers from both state (n=6) and private schools (n=6) and analysed to gain more in-depth insight into the reported reasons for burnout. Findings revealed that single teachers reported higher levels of EE (Emotional exhaustion) than their married or divorced counterparts. State school teachers reported higher levels of EE than those at private schools. Private school teachers reported a higher sense of PA (Personal accomplishment). Both groups of teachers reported different grounds for their burnout. Implications of the findings are discussed in the final section.