The research problem for this study is that educators face increasing levels of stress that surpass other professions (Markan & Agrawal, 2022). This stress, unchecked, can lead to feelings of burnout, reduced self-efficacy, and affected mental health. These outcomes may impact student learning and mental health. Understanding practices that promote teacher wellness is necessary. The purpose of this study, grounded in Bandura's social cognitive theory, was to identify shared experiences of teachers who attend CrossFit gyms. A phenomenological qualitative approach consisting of semi-structured participant interviews was used. Eight individuals were interviewed, all of whom at the time of the study were full-time K-12 public-school teachers in the Northeast United States and attended a CrossFit gym at least three times a week. Data from interviews were coded to determine emerging themes. Findings revealed that: (a) participants are experiencing professional stress that contributes to burnout, (b) community and mindset are characteristics of a CrossFit gym, (c) CrossFit as a support for physical and mental well-being, (d) intentional scheduling and planning for work-life balance, and (e) the intersection between CrossFit, teaching, and behaviors. This research may be helpful for teachers who are interested in pursuing strategies for supporting mental and physical well-being, school districts seeking to understand the experiences of teachers in the classroom and strategies used to support their mental and physical well-being, and CrossFit coaches and gyms looking to understand the impact that CrossFit has on teachers specifically. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]