<p>This study investigates the interplay between faculty members' passion for teaching, passion for their academic discipline, and relational well-being. Utilizing a mixed-methods approach with 97 faculty members from diverse disciplines at a research-intensive university, participants were classified into three passion profiles using k-means clustering based on their levels of passion for teaching, as well as harmonious passion, and obsessive passion for their subject. Those with balanced passion for teaching and subject expertise exhibited the highest levels of relational well-being, those with low passion for both displayed reduced well-being, and those with high passion for both teaching and the subject demonstrated strong engagement but challenges with work-life balance due to overcommitment. Faculty with balanced passion exhibited the highest levels of relational well-being, whereas those with overall low passion showed reduced well-being. Those with high passion in teaching and in their subject demonstrated strong engagement but faced challenges in work-life balance due to overcommitment. Thematic analysis of qualitative responses explored how faculty expressed and enacted their passion for teaching. The findings underscore the importance of fostering a balanced passion among faculty to enhance well-being and teaching effectiveness while mitigating the risks of obsessive passion, such as burnout. Targeted professional development and institutional policies promoting the maintenance of a balanced passion are discussed to support faculty satisfaction and student outcomes.</p>