This mixed-methods research examined the relationships between burnout, as measured by the Counselor Burnout Inventory (CBI), demographic and organizational variables as indicated by literature, and the assignment of non-counseling duties, as measured by the School Counselors Activity Rating Scale (SCARS) with a national sample of professional school counselors selected through a membership list of the American School Counselor Association (ASCA). Qualitative data was collected to provide a context for quantitative findings. Exploratory analysis assessing how well the assignment of non-counseling duties, ethnicity, years as a practicing school counselor, grade level of school, caseload, location of school, school's Adequate Yearly Progress status, and principal support predicted burnout was conducted. The relationship between the assignment of non-counseling duties and all subscales of the CBI was also assessed. Results indicated that a model containing the assignment of non-counseling duties, school counselor caseload, Annual Yearly Progress status, and principal support accounted for the most variance in predicting burnout. The assignment of non-counseling duties, including clerical, administrative and fair share non-counseling duties, also served as a predictor of exhaustion, negative work environment, deterioration in personal life, and incompetence in school counselors. The assignment of fair share non-counseling duties was the only non-counseling duty subscale that consistently failed to serve as an individual positive predictor of any of the above. Qualitative results indicated that school counselors identified burnout within the organizational context of their work. Additionally, although the majority of school counselors viewed the assignment of non-counseling duties negatively, counselors also made a distinction between non-counseling duties and fair share duties, suggesting that performing the later was part of being a team, and even as an opportunity to better perform their jobs. Practical implications for school counselors include re-examining their role in their current school setting, staying involved in the profession, and fostering school counselor - school principal relations. Future areas of research suggested include replication with a random national sample of school counselors that are not exclusively ASCA members and further validation of the SCARS.