The author considers the context of COVID-19 as a catalyst for (re)thinking about how teacher educators might better teach preservice and early-career teachers' need to attend to holistic wellness as part of their preparation and induction work. Using narrative inquiry, interviews with three early-career teachers were conducted and analyzed, and mental health and self-care were salient topics. This piece draws heavily from participants' comments because their responses relate to work-life balance and stress management. Finally, there is a discussion about the need for teacher educators to explicitly address self-care as part of teacher preparation, as well as recommendations for how teacher educators might go about this work.