This research explored teachers' experiences of school and their work-related wellbeing, from the perspective that work-related wellbeing is an organisational responsibility. A single case study was enacted in an urban Western Australian secondary school to explore the relationship between school organisational health and teacher wellbeing. A mixed method pre-test phase determined professional growth, professional interaction and role clarity were areas of organisational health that yielded divergent responses from staff. Subsequently, the school's leadership team implemented interventions to improve these domains, and post-intervention data collection was conducted 18 months later to determine any changes. Qualitative data showed improvements in the professional growth and professional interaction domains, with staff reporting that professional learning summary sessions and mentoring conversations between teachers and the principal were beneficial strategies to improve teachers' school experiences. Role clarity was not so easily addressed, as the school suffered a series of crisis events during the research process that resulted in an emphasis on improving student services roles within the school. Consequently, role clarity was not achieved across the whole school staff. The qualitative data describe the complexity of addressing teacher wellbeing through organisational health, and specific strategies that leadership teams can implement to develop a supportive, collaborative staff culture at school.