Teacher burnout is a historical issue plaguing schools, but instead of school leadership focusing on decreasing teacher burdens, many teachers experience increased rates of burnout due to their focus being shifted to the added responsibilities to implement evidence-based practices (EBPs). Existing literature has shown that principals’ leadership type (i.e., transactional vs. transformational) and the implementation climate present (i.e., perceptions that EBP use is rewarded, expected, and supported) can impact teacher burnout. My research analyzes teacher burnout rates as they relate to leadership type and implementation climate when implementing Tier 1 (i.e., universal social, emotional, and behavioral programs and practices) services. As part of a larger ongoing study of a leadership-focused implementation strategy (i.e., strategies designed to improve adoption, fidelity, and impact of EBPs), principals, teachers, and school staff from 10 elementary schools within the same district completed a survey battery at the beginning of the school year. Data collected by the research team included things such as leadership type, implementation leadership, teacher burnout, and implementation climate. Preliminary analyses are ongoing to identify trends amongst school-building implementation leadership, leadership types, implementation climate, and teacher burnout when implementing Tier 1 EBPs, which can reveal how key implementation aspects relate to one another.