Teaching is an occupation that most would agree has many rewards. However, what is less well known is that teaching can also be very stressful for both new teachers and those who have been in the field for many years. Thus the present study examined the level of perceived burnout and efficacy among a sample of early childhood teachers who have at least one child with challenging behaviors in their classroom. Participants (N = 46) in the study resided in the community of Riverside, California. The methodology used for data collection and analysis was based on a quantitative approach that employed a non-experimental survey design. Each member of the study was given the Maslach Burnout Inventory—Educator's Survey (MBI-ES) and Teacher Sense of Efficacy Scale (TSES) instruments, and was also asked to indicate their preference for type of services from a behavioral consultant. Four options for type of behavioral consultation services were presented that ranged from having the behavioral consultant work directly with the students having difficulty within the classroom, to removing the students to individual or small group settings outside the regular classroom. Although the hypotheses in the study were not supported by the collected data, a number of trends were discovered that could be used in future research for further investigation.