Numerous organizational factors strain teacher wellness. Through a Research-Practice Partnership, this ecologically-framed study examines how a central office team in a large, urban school district in California strove to address teacher wellness and retention challenges through implementing system-wide programming and mentoring for new teachers. Findings reveal that new teachers named overwhelm as the major barrier to their well-being. Moreover, professional pressures on new teachers created an environment where even well-intentioned wellness interventions risked being perceived as additional tasks that intensified overwhelm and were barriers to wellness. Leaders addressed these barriers by creating programming that directly met new teachers' stated needs by expanding access to teacher leaders through PD and mentorship. However, these efforts were ultimately constrained by multilevel structures. These insights are critical for policymakers and leaders seeking to support new teachers effectively.