Every day, teachers have the opportunity to have great impact on the lives of children through their leadership in the classroom. Their positive influence in the classroom is critical to meeting the challenges of educating and guiding young minds to their full potential. Recent research offers a number of strategies for promoting the five ingredients of well-being outlined by Reivich and the individuals at Fishful Thinking. These include Optimism, Emotional Awareness, Goal Setting/Hope, Resilience, and Empowerment (Reivich, 2010). These five factors are empirically supported as significant predictors of well-being in children as well as in adults. The literature on well-being and education has focused primarily on applications to students rather than to school-based professionals who work with students; however, the industrial/organizational literature notes significant relationships between well-being and job performance. This research, in addition to the well-established notion that teachers serve as important and influential role models in children's lives, suggests that teachers must first "put their own oxygen masks on" by promoting their own personal and professional well-being. Teachers caring for their own well-being capitalizes on potential contagion effects of positivity and helps to ensure that teachers are modeling the five ingredients of well-being. In today's schools, adversity and setbacks are commonplace, challenging teacher self-efficacy and well-being with considerable frequency. The current economic climate and resulting budget cuts for schools create an ever increasing need for resilient teachers. Directly promoting teacher wellness may be a key issue for school psychologists to address because of the direct impact on students. This article briefly reviews recent literature on teacher well-being and offers strategies for directly promoting teacher well-being.