Positive education is the teaching of both traditional school skills and skills for enhancing well-being. This study examines teachers' (N = 72) experiences with training in positive education.Qualitative content analysis was used to provide an in-depth understanding of the experiences, and quantitative measures investigated teachers' well-being. Results show that teachers experienced both personal and professional growth. They also saw positive changes in their students. Teachers used methods of positive education e.g. when communicating with students and co-workers, and when supporting the students' socioemotional development.Challenges with implementing positive education practices mostly consisted of lack of time or support from colleagues. The authors argue that positive education is an effective tool for enhanced well-being both for participating teachers and their students and could therefore be utilised on a larger scale. Future studies could focus on whether teachers continue systematic implementing of positive education methods long-term, and the reasons behind continued or discontinued.