This theoretical manuscript acknowledges the three-circle model for agricultural education as an enduring guide for student success. To complement the three-circle model, authors adapted "donut economics" to craft the donut model for agriculture teacher success. Within the proposed model, teacher success is defined as a level of productivity which exists between teacher-identified lower bounds (i.e., levels of productivity which minimally meet their definition of "success") and upper bounds (i.e., levels of productivity exceeding limits created by other work and life responsibilities). Furthermore, teacher success includes having ample margin between lower and upper bounds, affording flexible and intentional allocation of time, energy, and emotion across work and life dimensions for the betterment of self, students, and society. Linkages between the proposed model, teacher satisfaction, teacher retention, and teacher attrition are also explored, suggesting the model may inform ongoing efforts to address the sustained agriculture teacher shortage. The manuscript concludes by exploring the practical utility of the donut model for agriculture teacher success, foregrounding how agriculture teachers can develop, evaluate, and communicate their own donut model.