There has been significant amount of research in the phenomenon of burnout in the Unites States since Freudenberger (1974) coined the term burnout. Particularly, the growing incidence of burnout among teachers has been an issue (Farber, 1991). However, little attention has been focused on burnout in Korea. For this reason, the primary purpose of this study was to assess the severity of burnout experienced by Korean secondary physical Education (PE) teachers using the Maslach Burnout Inventory Educators Survey (MBI-ES; Maslach, Jackson, & Schwab, 1996). The second purpose was to examine the factorial validity of the MBI-ES by testing the hypothesized three-factor structure in Korean secondary PE teachers. In addition, the reliability of the MBI-ES was reported. The participants consist of 103 secondary PE teachers who attended an in-service program at the Kyungpook National University during the summer, 2002. The data were collected from responses to a Korean version of the MBI, which is a 22-item self-report measure including three subscales: emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). The severity of burnout was examined using mean score related to EE, DP, and PA. Korean PE teachers' scores were compared to U.S. normative data. Confirmatory factor analyses (CFA) using LISREL (Joreskog & Sorbom, 1996) were conducted to examine the factorial validity of the MBI-ES. If the hypothesized structure did not fit the data, the instrument was modified through exploratory factor analyses (EFA). The Cronbach alpha technique was used in reliability analysis. The results of mean score comparisons showed that Korean PE teachers scored significantly lower on EE (M = 18.56) and DE (M = 8.98) and higher on PA (M = 29.28) than the norms of the U.S. teachers (the mean score of EE, DE, & PA is 21.25, 11, & 33.54, respectively). These results indicated that Korean PE teachers are less considered their work as a high-strain than American teachers. In regard to the reliability of the Korean version of the MBI-ES, Cronbach alpha coefficients showed estimates of .761 for EE, .749 for DE, and .814 for PA. These coefficients reflect measures of adequate reliability. In CFA, the initial hypothesized three-factor model did not fit well in Korean PE teachers, resulting in the elimination of item 11 and 12 through EFA. The revised 20-items measure proved to be a good fit to the data. Keyword(s): measurement/evaluation, middle school issues, worksite