Objective: To analyze the relationship between job burnout and social support of rural preschool teachers. Methods: Multistage stratified cluster random sampling was used to select 809 rural preschool teachers from 3 prefectures cities in Sichuan province. Teachers’ Job Burnout Scale (MBI-ESN) and Social Support Assessment form (SSRS) was implemented. Pearson correlation analysis and canonical correlation analysis were used to explore the correlation between preschool teachers’ job burnout and social support. Results: Person correlation analysis found negative associations between all dimension of job burnout with each dimension of social support, as well as total score (P<0.01) except the emotional exhaustion dimension with objective support dimension of social support. In the canonical correlation analysis, a pair of typical variables was identified, with correlation coefficient of 0.421, contributing 81.4% (P<0.01); the first typical variable reflecting job burnout was mainly decided by X3 (low achievement feelings). The first typical variable W1 reflecting social support was mainly determined by Y2 (subjective support) and Y3 (utilization of support). Conclusion Job burnout of rural preschool teachers correlates with social support. The results point to the need to develop different forms of social support to deal with job burnout among teachers working in preschools.