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The purpose of this phenomenological study was to examine the lived experiences of teachers during the COVID-19 pandemic that led to their exit from the profession. Research questions targeted both the adverse effects of the pandemic conditions and the ensuing teacher burnout that led teachers to exit from the profession. Using Maslach’s Burnout Theory as a guiding framework, data was gathered from ten former teachers through in-depth interviews. The thematic analyses of data resulted in a total of nine themes. The lack of administrative support, lack of professional autonomy, and increased stress were the most consistent reasons for teachers’ attrition due to worsened work conditions for former teachers. Conclusions were drawn and implications for policy, practice, and research were discussed.