This article calls for a focus on well-being and mental/emotional health in teacher education programs--driven by two important, accelerating societal and educational trends: an influx of digitally-networked technologies, and a rising crisis in mental health and emotional well-being. Internet technologies have significant learning affordances to connect people and improve their lives; but without attentiveness to human-centered well-being, they can also allow for negative effects. Prior to the pandemic, there was already rising concern about mental health in education, and its stresses and tolls have only heightened the problem. We propose that teacher education should implement curricula that supports teachers' well-being, in addition to helping them learn skills to support students' well-being. Focusing on mindfulness as a valuable and well-validated method of supporting well-being in education, we discuss existing literature on the topic, and share anecdotal evidence from a mindfulness school initiative that the authors are involved in. Concluding with specific implications for teacher education, we also consider technological implications for well-being and mindfulness.