The purpose of this collective case study was to examine elementary music teachers' mental health and well-being during the COVID-19 pandemic. The research questions were: 1) What factors influenced music teachers' mental health and well-being during COVID-19; 2) How did music teachers support their own mental health and well-being during COVID-19?; 3) How might stakeholders (such as schools, administrators, and community members) better support educators during challenging times? Data included semi-structured interviews, informal observations, and a researcher journal. Participants were three elementary music educators teaching K-5 music in geographically and demographically diverse public schools throughout the COVID-19 pandemic. Through "data transformation" (Glesne, 2006), I explored the essence of the teacher's experiences as they described their mental health and well-being during the pandemic. Five themes related to mental health and well-being emerged: (1) connection, (2) support, (3) anxiety, (4) self-care, and (5) resiliency. Findings from this study revealed the negative effects of the pandemic, particularly on educators' levels of anxiety. Also, findings revealed the influence of self-care and support which contributed to the educators' resiliency during the pandemic. Implications for music educators, music teacher educators, and other stakeholders are discussed within the context of this study.