The Covid-19 pandemic has had various effects on social, economic, and political aspects of our world. Specifically in the realm of education, teachers have been left to navigate the uncharted territory of teaching exclusively online in the first phase of the virus, beginning in March 2020, then intermittently teaching online during the 2020-2021 school year, then dealing with the impact of Covid-19 on absenteeism, student apathy, and disengagement during the 2021-2022 school year. The impact on teachers’ overall mental health and well-being was vast, and subsequent feelings of grief and burnout were experienced by many. In this qualitative study, based on grounded theory methodology, a small purposeful sampling of teachers volunteered to share their experiences of teaching in the pandemic, and to what extent they experienced the stages of grief (Kübler-Ross, 1969) and indicators of burnout (Nagoski & Nagoski, 2019). Six participants were interviewed, data collected, transcribed, analyzed, and coded to identify themes. Teaching experience varied among participants, but many similarities existed. The final part of the research and questioning centered around supports administration and leadership, both divisional and local, could offer to mitigate some of the symptoms of grief and burnout being experienced. Despite the variance in experience with grief and burnout, each participant identified with the frameworks presented, while continuing to hope for a better future for their teaching experience and in the greater world of education.