This phenomenological qualitative study, which is embedded in the social constructivist paradigm, sought to capture and describe how salaries and retirement packages in three countries in the Global South affect teacher wellbeing. Data collection was done through self-constructed open-ended questionnaires administered through the WhatsApp platform, and thematic analysis was done. The population for this study consisted of all currently serving teachers and those who retired within the past 5 years. Convenient sampling was used to select a sample of 150 teachers. The study objectives were to assess the state of teacher wellbeing; determine the extent to which teachers’ salaries meet their needs; find the extent to which teachers’ voices matter; and make recommendations on how to improve teacher wellbeing through salary in the Global South. This study employed the equity theory and Maslow’s hierarchy of needs. The findings revealed that the state of teacher wellbeing in the Global South leaves a lot to be desired; most governments in the Global South do not prioritize teacher wellbeing through salary; both salary and retirement package did not meet the needs of teachers. The inadequate salaries and retirement packages had a negative effect on the overall wellbeing of teachers; and both teachers and their unions faced numerous challenges in voicing their concerns for better salaries. This chapter concludes that teacher wellbeing through salary varies considerably from one country to another but generally, teachers in the Global South are underpaid.