Student teachers recurrently and spontaneously talk about burnout when considering challenges of teaching. The following paper aims to address burnout from the perspectives of student teachers, as well as how they prepare to deal with the threat of burnout. There is a lack of research from a student teacher’s perspective concerning burnout. Focus groups and semi-structured interviews were analysed using constructivist grounded theory. The findings reveal that student teachers engaged in a learning process related to (a) making sense of the perceived causes of burnout, and (b) constructing proactive strategies. The perceived causes of burnout were understood as individual work ethics, systemic reasons, collegial negativity and personal deficits. These perceived causes were related to strategies to protect against burnout.