Many countries around the world are facing issues related to low levels of teacher wellbeing. In Australia, for example, there is a severe teacher shortage, resulting in many understaffed schools. Although this shortage is due to a confluence of factors, part of the cause stems from the fact that the support provided to teachers in recent years has not kept pace with the increasing professional demands. Supporting teacher well-being is a worthy and critical aim in itself, but it also has a larger benefit because teacher well-being has ramifications for instruction and student well-being. Teacher and student functioning are inherently intertwined, so efforts to promote well-being among each party are likely to have carryover effects to the other. The author and their colleagues have conducted several recent studies looking at teacher and student well-being in Australia, with a particular focus on factors that predict greater well-being. Together, these studies suggest that working conditions and aspects of school environments affect teachers' well-being, as well as their likelihood of leaving their schools or the teaching workforce altogether. Importantly, teachers' working conditions and well-being also have implications for student achievement.