Academic burnout is prevalent among university students. Many studies have shown the importance of interpersonal (e.g. social support) and external (e.g. workload) factors in determining the causes of burnout. The purpose of this study was to examine the role of workload, social support, psychosocial training, and gender on burnout among university students and the degree to which these factors can predict burnout levels. Replicating other studies, measures of workload (objective and subjective), social support (Multidimensional Scale of Perceived Social Support), and previous psychosocial training were related to burnout (Maslach Burnout Inventory) among 150 undergraduate students. Consistent with existing literature, high levels of burnout were associated with high levels of both objective and subjective workload, with subjective workload having a greater impact. Lower levels of burnout were associated with higher levels of social support. Previous psychosocial training was not associated with the levels of burnout. Social support from teachers was found to be to most influential variable within this study. This unique finding can contribute to the limited existing body of knowledge on academic burnout, as well as bring awareness to university administrators and faculty regarding the important role that teachers play in the academic success of their students.