Teaching has consistently been identified as a ?high stress? job and one important ?way in which teachers evaluate their occupational environment is by the investments made and the outcomes that they receive in return. ?These exchanges can have implications for the stress experienced by teachers and may vary depending on the persons with whom they interact within the school environment. This research examined the relationships among the investments made, outcomes received and the experience of burnout by Jamaican Secondary school teachers. The sample included 260 teachers from 15 schools within the Kingston and St. Andrew region. This number of schools sampled was based on the percentage of traditional high (47%), non-traditional (33%) and technical schools (20%) within the sampling frame. A correlational?research design was used which included a self-administered questionnaire. The following scales were administered: the Revised Specific Reciprocity Index and the Maslach Burnout Inventory. Of the 450 teachers sampled, 260 responded, thereby creating an overall response rate of 57.8%. Significant relationships were found between the investments made by teachers and the returns obtained when interacting with students, colleagues, parents and the school administration. In addition, significant relationships were found between teacher investments and the experience of the three components of burnout (i.e. emotional exhaustion, personal accomplishment and depersonalization). The practical implications of the findings for how teachers can better manage stress and their workplace interactions are discussed as well as study limitations and recommendations for future research.?