<p>As the interface between work and family becomes increasingly integrated, promoting teachers’ work–family enrichment is important. Based on the Work–Home Resources model, this study explored the relationship between receiving gratitude expression and work-family enrichment. We developed a comprehensive theoretical framework that demonstrated how and when receiving gratitude expression leads to work-family enrichment. We collected data from 294 secondary school teachers using the time-lagged survey design. The results revealed that there was a direct positive relationship between receiving gratitude expression and work-family enrichment. Thriving at work was also found to mediate the relationship between receiving gratitude expression and work-family enrichment (indirect effect). Furthermore, we found that conscientiousness, an important personality trait, moderated the indirect effect. Specifically, the direct effect of receiving gratitude expression on thriving at work, as well as the indirect effect on work-family enrichment through thriving at work, was stronger and significant when conscientiousness was high. In contrast, when conscientiousness was low, neither the direct nor the indirect effects were significant. The findings provided novel theoretical insights and avenues for school administrators to promote work–family enrichment among teachers.</p>