<p>Schools revised their curriculum and migrated instruction to online or blended mode of delivery after community quarantine was declared in the Philippines. The pandemic, along with job stress and the sudden shift to online teaching affected the teachers’ mental health. This study used convergent parallel mixed-methods design to examine the effects of psychological job stress and teachers’ attitude towards online teaching on the teachers’ experience of flourishing. For the quantitative part, a questionnaire consisting of various scales was administered to 990 public and private school teachers who delivered instruction online during the pandemic. Multiple regression analysis indicated that teachers’ attitude towards online teaching and learning, and job stressors collectively predicted their flourishing. However, job stress experienced because of self-assessment of one’s ability as a teacher was also&#xa0;a significant predictor of flourishing. No other dimension of attitude towards online teaching and learning and job stressors was a significant predictor. For the qualitative part, 19 participants who scored either very high or very low in the flourishing scale were purposely selected for in-depth interviews. Using thematic analysis to explore how psychological job stress and attitude towards online teaching affect the teachers’ flourishing, two overarching themes were generated: <i>struggling to flourish</i> and <i>flourishing from the struggles</i>, depicting the negative and positive effects of the teachers’ experiences with job stressors and their own attitudes towards online teaching on their experience of flourishing. Results are discussed in light of their theoretical and practical implications.</p>