Instructional leaders of the school building influence teachers' well-being. While there have been many studies conducted regarding reasons teachers leave the classroom, very few studies focused on the differences between leader behaviors and teacher well-being. The purpose of this research study was to determine if there were statistically significant differences between leader behaviors and teacher well-being at high and low socioeconomic schools located in Alabama. The study used survey data from the "Multi-factor Leadership Questionnaire" (MLQ-5X) Instrument and the "Teacher Subjective Well-Being Questionnaire" (TSWQ) using an online Qualtrics platform. The study surveyed 46 participants in the high socioeconomic group and 44 participants in the low socioeconomic group. An independent samples t-test was conducted to determine if any significant differences exist between high and low socioeconomic schools regarding leader behaviors and teacher well-being. The results indicated that there was a statistically significant difference in the leader behavior between low and high socioeconomic schools but not a statistically significant difference between teacher well-being between low and high socioeconomic schools.