Teacher burnout remains a pervasive issue in secondary education, particularly in high-stress environments like Title I schools. While much attention has been given to burnout within education in general, emotionality—the complex emotional labor teachers perform—has been underexplored as a contributor to burnout, specifically within Biology teachers. This study aimed to investigate the role of emotionality in teacher burnout through the lens of Herzberg’s Two-Factor Theory, which differentiates between motivational and hygiene factors affecting job satisfaction. Using a case study design, this research investigated how emotional labor contributes to burnout and its impact through the exploration of motivators, hygiene, factors, and the influence on professional futures through the use of interviews and reflective journals. Key findings revealed that teachers experience a complex interplay of motivators, such as strong student relationships and a sense of purpose, alongside significant hygiene factors, including administrative support, excessive workload, and insufficient planning time, which collectively contribute to emotional exhaustion. The research demonstrates that emotional burnout profoundly impacts teachers’ interpretations of themselves and school contexts, often leading to internal contradictions where deep commitment to students coexists with profound frustration with systemic challenges. Burnout emerged as a critical lens through which teachers evaluated the sustainability of their roles, influencing their decisions regarding their long-term professional viability and potential exit from the classroom. This study underscores the urgent need for targeted strategies to address both intrinsic and extrinsic factors to mitigate teacher burnout, foster a supportive work environment, and retain dedicated educators in high-needs school.