Although several studies relate low teacher efficacy and high burnout to the quality of instruction and students' academic achievement, there has been limited research examining factors that predict teacher efficacy and burnout. The current study employed a longitudinal, multilevel modeling approach to examine the influence of teacher- and school-level factors on the development of both teacher efficacy and burnout. Data were collected 3 times across 2 academic years from 600 teachers at 31 elementary schools. The results indicated that both teacher efficacy and burnout increased over time. Teacher preparedness and perceptions of teacher affiliation and leadership were significantly associated with both the intercept and growth of teacher efficacy and burnout; however, school-level factors were generally unrelated to both outcomes. Implications for screenings and teacher-targeted interventions are discussed.