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This study aimed at identifying the burn out degree of the teachers of special needs students in regular classes. It aimed at identifying some variables in addition to ranking the dimensions of the burn out degree according to their importance. For achieving the purposes of the study, a questionnaire consisting of (28) items has been developed. The sample of the study consisting of (230) teachers representing (25%) of the population of the study. The results of the study showed a medium burnt out degree (3.11). Moreover, the results showed that there were no significant differences at (α≤ 0.05) in the burn out degree of the teachers of special needs students due to the variables of gender, academic qualification and the interaction between them. Also, no significant differences were found in the interaction between the variables of gender, academic qualification and experience. On the other hand, there was a significant difference at (α ≤ 0.05) in the burn out degree of the teachers of special needs students due to the variables of experience; the more the years of experience are, the less of the burn out degree is among the teachers. The results also showed significant differences due to the training courses because high burn out degree was among those who have never had training courses compared to those who had. Furthermore, the results showed no significant differences at (α ≤ 0.05) due to the variable of specialization of the teachers and the interaction between training courses and specialization. Finally, the results showed that the professional stress dimension occupied the first place with (0.809) percent of the variation , then the career justification items with (0.102), the absence of management support dimension with (0.102) came third, job satisfaction showed low degree, and negative attitude towards students had no effect. According to the results of the study, the researcher recommends conducting training courses dealing with special needs students in regular classes.