Teacher well-being (TWB) is crucial in supporting successfully functioning schools. TWB helps maintain high-quality teaching, promotes positive academic and behavior outcomes among students, and facilitates a healthy school climate and community. Despite its significant association with individual and organizational outcomes within schools, TWB remains understudied. The current study explores organizational and individual factors that contribute to TWB, centering teachers' perspectives of barriers and facilitators to TWB. Employing a convergent parallel mixed methods design, bivariate correlations and thematic analysis were used to provide greater insight into how TWB can be supported. The sample included kindergarten through 12th grade public school teachers across the United States. Results revealed significant relations between individual well-being factors and school climate, teaching efficacy, and job resources. Teachers identified personal and school practices that support their well-being, salient organizational barriers that diminish their well-being, and ideas and recommendations to better support their well-being. Limitations and implications for future research and practice are delineated to support progress towards improved TWB initiatives within schools.