The purpose of the study is to compare impact of school adaptation week (implementation apply by Turkish ministry of education at the beginning of the school year) and acquaintance meeting on kindergarteners’ school adaptation and their teachers’ burnout. Three teachers from both group participated the study. Twenty-six children were in acquaintance meeting group and 42 children were in school adaptation week total of 68 children participated the study. During school registration teachers in acquaintance meeting group gathered data from children’s parents about things that children like. Accordingly, they planned individual acquaintance day for each child in which child and parent attended a week before the school start. One week after the school started teachers’ filled Maslach Burnout Inventory-Educator Survey and Teacher Observation of Classroom Adaptation Checklist (TOCAC). The normality of the quantitative data was tested. Since both the teacher and student data were not normally distributed, the means of the data were compared using non-parametric methods. The qualitative data were analyzed using the phenomenological method, and the themes that emerged from the data were identified. Findings revealed significant differences for emotional exhaustion, personal accomplishment dimensions of teacher burnout and concentration problems and total school adaptation of children’s scores in favor of acquaintance meeting group.