Graduate Student Instructors (GSIs) are often framed as resistant to Writing Pedagogy Education (WPE) (Grouling; Hesse; Reed). Yet, these moments of resistance can (and should be) reframed as acts of well-being, where GSIs are establishing boundaries and identifying their own self-care and needs. I draw on the experiences of five different GSIs in a writing program using data from interviews, focus groups, coding sessions, observations, teaching philosophies, and reflections to illustrate how we can rethink the narrative of resistance as well-being to more productively design and implement teacher training. Using Cochran's PREMISE model, I focus on well-being as related to GSIs and how this model maps onto existing WPE structures. At the end of the article, I provide a table for various stakeholders to identify ways to highlight GSI well-being and establish productive disciplinary practices that can reshape what it means to be professionalized in academia and how we can view acts of well-being as radical acts that challenge traditional academic structures at large.