Background: Across recent school and policy documentation, the priority afforded to the holistic development of the student is increasingly evident: that is, the moral, social and emotional development of the student. However, it remains unclear as to where these outcomes are realised within the multidimensional role of the teacher and the busy environment of the school.Purpose: This article explores teachers' views on the concept of holistic development. Methods: Semi-structured interviews (n = 43) were carried out, and surveys (n = 126) were administered to school personnel in 18 schools in Ireland. Interview data were analysed qualitatively, using inductive thematic analysis. Descriptive statistics were produced from the survey data. Findings: The findings from the analysis indicate the prioritisation bestowed on holistic development by those surveyed and interviewed, with a focus on students being valued and cared for, developing life skills and feeling happy. However, a tension presents itself through the data in terms of how the prioritisation of the holistic development of the student is achieved in the school environment: that is, via the prescribed curriculum or as a result of the 'goodwill' of the teacher. Conclusion: While curricular and policy documentation acknowledge the centrality of both the business of academic work and the business of holistic development in the work of the teacher, findings from this study suggest that the holistic development of the student occurs in extra and co-curricular settings and is largely dependent on the 'goodwill' of the teacher.