Teaching is a demanding profession that requires adroitness in social, emotional, and intellectual realms. The high levels of stress and burnout teachers report, as well as the alarmingly high rates of teacher turnover reveal that many teachers are not adequately prepared to teach. There is mounting evidence that domain-general social, cognitive, and affective competencies confer resilience and support personal and professional achievement. Moreover, these competencies can be intentionally cultivated. This study examined whether augmenting current teacher education with a novel well-being skills training designed to cultivate core competencies would support preservice teacher development. Sixty-seven (97% female) undergraduate preservice teachers were randomly assigned by their certification cohort to teacher education as usual or teacher education plus novel well-being training. Psychological functioning, affect, stress, self-efficacy, emotion regulation, implicit race bias, and classroom teaching behaviors were measured. Post-intervention results show that assignment to the well-being training cultivated effective teaching behaviors and mindfulness while reducing implicit race bias, with suggestions of improved self-efficacy and healthy emotionality and reduced implicit negative affect. The magnitude of these effects mostly persisted over a 5-7 month follow-up period. In addition, during the most demanding period of the preservice program, intervention participants were more resilient to developing psychological symptoms and teaching-related burnout. The implications of this study and future directions for research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]