In an era of globalisation (Spring 2008), wellbeing no longer can be explored within one's own national borders, but necessitates cultivating shared international understandings to maintain healthy twenty-first-century classrooms. This literature review across Chinese and English international publications contends that understanding wellbeing entails more thoughtful global discussions examining wellness as a "personal commodity" and "shared societal experience". This paper initiates explorations of teacher wellbeing as an "individual" and "collective" phenomenon that includes teacher autonomy, goal orientation, professional efficacy, personal health "and" positive collegial relationships, institutional recognition/support and professional development opportunities. This review suggests teachers in Western and Chinese contexts may benefit from unique forms of support to balance and reconcile individual and collective aspects of teacher wellbeing. Teachers across contexts must have professional opportunity and incentives for engaging in autonomous practice supported by professional collaboration and development.