Although much emphasis has been paid to stress and burnout among special education teachers, little attention has been paid to their well-being. This study aimed to examine relations between virtues and well-being among Korean special education teachers. Virtues and well-being of 115 Korean special education teachers were assessed using the character strengths test short form and the mental health continuum short form. Path analysis indicated theological virtue significantly predicted hedonic well-being, and that interpersonal virtue significantly predicted eudaimonic well-being. The implications that the findings of the present study have on the education and recruitment of special education teachers are discussed.