Teaching is a selfless profession. Although many teachers find great satisfaction in their work, most educators would probably say they are driven by the desire to help and inspire students. Too often, educators sacrifice their own well-being to support students' social, emotional, and academic needs. Teacher wellness influences school culture and climate, instruction, and students' academic, personal, and emotional development (Sackney et al., 2000). It also affects the stability of the workforce. Yet wellness has not been systematically explored within the field of education (Sackney et al., 2000), and teachers are often unaware of the few outlets that exist to explore their personal and emotional needs, such as counseling services, physical wellness memberships, and social support groups (Taxer & Frenzel, 2015). Clearly, there is a need for more emphasis on educators' well-being. The authors define educator wellness along eight dimensions described by the Substance Abuse and Mental Health Services Administration of the U.S. Department of Health and Human Services: emotional, environmental, intellectual, physical, social, spiritual, occupational, and financial. The authors describe the relevance of these eight dimensions for educators and some strategies to address them.