Teachers play a pivotal role in shaping society by fostering students’ different aspects of development. Apart from delivering academic content, they nurture critical thinking, emotional intelligence, and essential life skills that contribute to the overall success of students (Hattie, 2009). Considering their significant impact, prioritizing teacher well-being is essential, as it directly influences their performance, job satisfaction, and the overall standard of education. In fact, teacher well-being is a key determinant of educational quality, with significant implications for students’ academic achievement, mental health, and the broader school climate (Mo, 2024). The study was conducted to explore strategies for enhancing teacher well-being in Bhutanese schools. A qualitative design was employed to collect data from 21 teachers teaching in lower, middle, and higher secondary schools through semi-structured interviews. Thematic analysis procedures of Braun and Clarke (2018) were used to analyze the data. The findings show that teacher well-being is a multifaceted concept encompassing physical, mental, emotional, and professional dimensions. Key factors impacting well-being include workload, resource availability, supportive leadership, and work–life balance. Challenges such as inadequate resources, heavy workloads, and lack of support were identified as major contributors to teacher stress and burnout. The study highlights strategies for enhancing well-being, including improving resources and fostering supportive leadership. Based on the findings, recommendations include investing in infrastructure, expanding professional development, and promoting work–life balance.