The idea for this project arose from an interest to know if student burnout contributes to the low retention rate at BYU-Idaho. The concept of burnout was introduced in 1974 by Herbert Freudenberger and he defined it as “to fail, to wear out, or become exhausted by making excessive demands on energy, strength, and resources” (Jacobs & Dodd, 2003, p.291). Burnout has three components: exhaustion, cynicism, and self-efficacy (Moneta, 2011). Exhaustion is related to work activities, cynicism represents a loss of interest, and self-efficacy is characterized by an “inability to perform as required” (Moneta, 2011, p. 274). Originally, burnout only focused on occupational groups, for example, people working in human services, teachers, and nurses (Jacobs & Dodd, 2003; Moneta, 2011; Schaufeli, Martinez, Pinto, Salanova, & Bakker, 2002; Yang, 2004). However, more research is being conducted among students to better understand what factors lead to burnout and how to prevent it (Jacobs & Dodd, 2003). Understanding student burnout was necessary to see if it is a contributor to the low retention rate at BYU-I. The retention rate at BYU-I is 69% (BYU-I, n.d). This is a low number compared to the national retention rate average for four-year private universities, which is 81% (National Center for Education Statistics, 2019). After data was collected and analyzed, the results demonstrated students at BYU-Idaho were not experiencing high levels of burnout. A significant finding from our research showed that students who have a faculty member who believes in their success experienced lower levels of burnout. This is important for faculty to consider because they can be a positive source for students.