This study explores the influence of a Quranic reading culture on teachers’ well-being in a secondary school in Brunei Darussalam. Amid various challenges such as heavy workloads, classroom management issues, and stress, spirituality has been identified as a crucial factor in fostering resilience and enhancing emotional well-being among teachers. By integrating daily Quranic reading as a fundamental cultural practice, the school creates a supportive environment that helps teachers manage stress, address professional challenges, and strengthen their sense of community. The research employs a survey design, combining both quantitative and qualitative data gathered from a questionnaire that included closed- and open-ended questions. The survey was distributed to all teachers at the chosen secondary school (N = 101); however, only 77 teachers responded, with 43 providing answers to the open-ended questions. Descriptive statistical analyses, including means and frequencies, were conducted on the data obtained from the questionnaire responses. The findings indicate that Quranic reading significantly enhances teachers’ emotional well-being, strengthens teacher-student relationships, and fosters a cohesive school climate. These results emphasize the potential benefits of incorporating spiritual practices into educational routines to improve teacher resilience, promote calmness, and enhance overall well-being. The study offers valuable insights for policymakers and educators regarding the implementation of Quranic reading programs and contributes to the broader conversation about the role of spirituality in education.