This practice improvement project examines the burden on professional caregivers of persons with dementia (PWD), aiming to enhance their well-being. With dementia significantly impacting cognitive functions, caregivers face heightened levels of stress, depressive symptoms, and physical health issues, more so than those caring for individuals with other conditions. Utilizing Roy's Adaptation Model (RAM) and the Theory of Caregiver Stress, the dissertation proposes comprehensive strategies to understand and alleviate the challenges faced by caregivers. The core of this practice improvement project aims to enhance the well-being of formal caregivers by implementing a comprehensive training session. This session was designed to equip caregivers with essential knowledge and skills for managing their roles effectively, including stress management techniques, behavior management, communication techniques, and an understanding of caregiver burdens. By addressing the significant challenges faced by caregivers the project highlights the importance of developing support systems and interventions tailored to the needs of both informal and professional caregivers. Objectives of the project include conducting an educational presentation, enhancing caregiver knowledge on dementia care, reducing caregiver burden, and establishing a caregiver support group within the facility. This approach, grounded in theoretical frameworks and focused on practical interventions, sought to alleviate caregiver burden, thereby improving the quality of care for dementia residents and enhancing caregiver well-being. This practice improvement project contributes to the field of dementia care by addressing the critical need for effective interventions and education for professional caregivers, highlighting the project's significance in improving both resident care and caregiver mental health. Data collected included a pre-and post-education knowledge questionnaire, and the PCTB scale scores pre-and one-month post-education. The results indicated there was a perceived positive change in knowledge post-education, and the PCTB scale indicated an improvement in burden over the one-month period. A total of 16 caregivers attended the educational sessions and 14 participated in the data collection surveys. Response rates varied for the knowledge surveys and burden scale post-education when compared to pre-education.