The present contribution reports a systematic review of the literature that analyzed the relationships between teachers' subjective well-being (SWB) and student school experience (i.e., academic performance, academic engagement, student well-being, and student reports of teacher-student interactions). We categorized teachers' well-being into hedonic SWB (e.g., experiencing positive emotions, life satisfaction, job satisfaction) and eudaimonic SWB (e.g., experiencing high psychological functioning or high sense of self-realization). An online search yielded 1872 abstracts that were analyzed for eligibility, yielding a number of 26 studies that were included in the meta-analysis. These 26 contributions (i) reported an empirical research study; (ii) collected data from teachers and students; and (iii) reported zero-order standardized correlation coefficients between teacher data and student data. We found that most studies focused on assessing teachers' psychological functioning (20 studies). Overall results suggested that teachers' eudaimonic SWB had moderate associations with the quality of student-teacher interactions (r = 0.243, 95% CI [0.045; 0.422], k = 9), with students' well-being (r = 0.280, 95% CI [0.117; 0.428], k = 8), and with student engagement (r = 0.250, 95% CI [0.115; 0.375], k = 8). We found weaker correlations between teachers' eudaimonic SWB and student achievement (r = 0.065, 95% CI [0.016; 0.112], k = 8). Our results suggested that teachers' eudaimonic SWB is significantly associated with student-related variables, but the directionality of this relationship needs further investigations.