The present study contributes to the literature on the JobDemands-Resources Model in the Italian school context.The aim of this paper is to examine how the interactionbetween work-family conflict (i.e., a typical job demand)and opportunities to learn and to develop and self-efficacy(i.e., typical job and personal resources, respectively)affect the core dimensions of burnout (exhaustion anddepersonalization) and work engagement (vigor and dedication).Hypotheses were tested with a cross-sectionaldesign among 143 teachers of a junior high school in thenorth of Italy. Results of moderated multiple regressionanalysis partially supported the hypotheses as the opportunitiesto learn and to develop buffered against theaversive effects of work-family conflict on depersonalization,whereas self-efficacy moderated the relationshipbetween work-family conflict and vigor. From a practicalviewpoint, our findings suggest that opportunities tolearn and to develop and self-efficacy are important resourcesthat help teachers to reduce the negative effectsrelated to work-family conflict.