In recent years there has been a heightened interest in educating for well-being; the belief that even when beset by economic gloom, schools can be a civilising force for good and can help make young people's lives more fulfilling and meaningful. However, the relative lack of conceptual analysis on well-being values and how they can flourish in schools coupled with ambiguities on curriculum implementation plans have limited progress to date. The paper addresses these concerns, through analysing recent theorising on values which contain a focus on personal growth, relationships with others and engagement with activities of interest. In reviewing these values in relation to the "Curriculum for Excellence" (CfE) policy context in Scotland, the paper discusses ways in which current policy and practice uncertainties could be improved by greater philosophical clarity on well-being values and by the development of pedagogical models which highlight how effective learning could take place. These improvements, if supported by key policy revisions and by commissioning practitioners to design more appropriate teaching resources, could provide the basis for greater teacher engagement with well-being agendas and the avoidance of policy stasis.