<p>Out-of-field (OOF) teaching has become increasingly popular across different educational systems. However, this practice might have long-term consequences for teachers themselves and the students they teach. Although emerging research has shed light on the lived experience of OOF teachers across contexts, there remain aspects of OOF teachers’ professional life that need more thorough understanding, one of which is OOF teacher wellbeing. This study sought to identify profiles of out-of-field teachers who showed varied patterns of wellbeing and examined which working conditions and classroom processes shaped the formation of such profiles, using the Teaching and Learning International Survey (TALIS) 2018 data. Latent profile analysis conducted on a sample of 1117 Australian out-of-field teachers revealed three profiles of out-of-field teacher wellbeing: a highly satisfied, a balanced, and a highly stressed profile. Follow-up multinomial logistic regression analyses suggested that job demands including workload and student misbehaviours were associated with the highly stressed profile whereas job resources including relationship with students and distributed leadership were associated with the highly satisfied profile. These findings provide important implications for school leaders and policy makers to structure their staffing strategies and develop targeted professional development programs for out-of-field teachers.</p>