A nonexperimental descriptive study was conducted to determine the interrelatedness among coping strategies, humor and burnout among nursing education faculty. The conceptual framework of this study was based on the constructs of coping strategies and humor which were conceptualized as having a direct relationship to burnout. Areview of the literature concerning coping, humor and burnout supported this proposition and emphasized the need for empirical testing. Coping Humor Scale. Wavs of Coping Questionnaire and Maslach Burnout Inventory were the instruments used to measure the constructs. Academic history and demographic data sheets were also used. Hie instruments were mailed to 285 nursing faculty teaching in programs of nursing in the Dallas /Fort Worth, Texas area. The return rate for the mailing was 70.07%. Burnout among nursing education faculty showed a low degree of emotional exhaustion (54.8%), a low degree of depersonalization (84.7% and a low degree of personal accomplishment (60.7%). The findings did not reveal a high or low degree of burnout but rather a pattern of burnout suggestive of a different stage. Humor as a coping mechanism during stressful events was not frequently used. The highest proportion of nursing education faculty used distancing (46.53%) as a coping strategy. The second strategy used was planful problem solving (11.3%) with escape-avoidance used the least (3.34%). Multiple regression was used to test the research questions related to the predictor variables of coping, academic history and demographic data as they relate to each criterion variable of burnout. The use coping strategies (including humor) to predict various stages of burnout revealed only weak variable predictors. Academic history and demographic were also weak predictors for burnout.