The purpose of this study was to investigate the effect of teacher burnout on student state motivation and affective learning and to test the moderating effect of teacher nonverbal immediacy. Utilizing a 2 x 2 factorial experimental design, 172 college students were exposed randomly to one of four written scenarios manipulating levels of teacher burnout (high or low) and nonverbal immediacy (high or low). Results of MANOVA indicated that teacher burnout adversely impacted student state motivation and affective learning, and teacher nonverbal immediacy mitigated the negative effect of teacher burnout on students. Students reported the highest motivation and affective learning with low burnout and high immediacy teachers, and the lowest motivation and affective learning with high burnout and low immediacy teachers.