Several philosophers and psychologists of education have taken the position that wellbeing should be at theheart of our educational system, if not its primary goal. The aim of this paper is to outline, question, andchallenge this position. It starts by discussing the main approaches that consider student wellbeing as theprimary goal of the educational system -- the propositions of positive psychology and those of certain educationalphilosophers and psychologists. It follows with an examination of some major social critiques of the idea ofwellbeing as a goal of schooling. Drawing mainly on Foucault, the paper questions the extent to which theaim of wellbeing contributes to normalization and hinders the possibility of self-government. The paperconcludes that wellbeing should not be conceived as a goal, but rather as an ongoing preoccupation of care forthe self.