ABSTRACT Social workers face unique occupational stressors that contribute to disproportionately high rates of burnout. This situation worsened over the course of the COVID-19 pandemic, causing social work educators and professional organizations to emphasize the importance of self-care for social workers. What this means for social work education is the focus of this study. Our purpose was to understand the scope and effectiveness of burnout prevention efforts in social work undergraduate and graduate programs. A systematic search of the literature yielded 25 articles that met inclusion criteria. Each article was evaluated and information was extracted using a structured abstracting form. Results indicate that educational practices for burnout prevention are being delivered as independent workshops, integrated into existing social work courses, and offered as electives. Content includes mindfulness training, burnout and self-care awareness, and resilience skills development. Outcomes include increased burnout recognition, self-care implementation, skills development, and improved mental health. Disproportionately high burnout rates for social workers could potentially be addressed through implementing a comprehensive approach to teaching burnout prevention throughout the established social work training curriculum and teaching resilience skills at the micro, mezzo, and macro levels of practice.