School climate has been connected to many important school and student-level outcomes: student achievement, teacher retention, and more. However, the understanding of the extent to which school climate and educator well-being are connected is less robust. This paper explores the extent to which school climate predicts educators' perceptions of emotional well-being using the Impact KY survey from 2020. Using descriptive and regression models it is found: (1) Educators answered less favorably about emotional well-being than school climate; (2) School climate and emotional well-being are correlated; (3) Climate, more than any other factor, predicts educator concern about emotional wellbeing; and (4) Climate matters more for educator well-being in low-performing schools than in high-performing schools.