The regular education teacher or general education teacher is on the proverbial “front lines” day in and day out in terms of providing educational services to a wide variety of students. Some of these teachers are well prepared, some poorly prepared in perhaps various realms and some minimally prepared in that they are teaching out of their area of expertise. Teacher turnover is probably at an all- time high- and statistics indicate that teachers are leaving the field in droves and seeking employment in other related fields. This paper will attempt to explore some of the reasons that teachers experience frustration, exasperation and in some instances, downright disgust with some situations and some school districts. It is hypothesized that by bringing these issues to the attention of the American public that policy makers and others will begin to understand the factors and variables that contribute to teacher turnover and teacher burn out. Some preliminary work has been done by Mee and Haverback (2014) as they explored middle school teachers, their commitment, preparations and early career frustrations and found Keith Trigwell (2012) of Australia examined the relations and relationship between teachers’ emotions in terms of their teaching and realms of pedagogy and their approaches to teaching in higher education. Chang (2009) did an extensive examination and appraisal of teacher burnout- exploring the sometimes overwhelming emotional work of teachers.