Many teachers choose to spend their careers teaching cross-culturally. Teacher wellbeing has been linked to engagement, retention, and student achievement. The purpose of this basic qualitative study is to understand and describe how Christian long-term teachers describe their flourishing in their roles in cross-cultural contexts. Data was gathered through one-on-one semi-structured interviews with long-term cross-cultural teachers who spoke English at a conversational level. These interviews were then transcribed and analyzed through two cycles of coding using NVIVO coding software. The findings of this study revealed that participants flourished when they were confident in their roles and had people to depend on for support. When this confidence and dependence were lacking for participants, their flourishing suffered. The findings of this study contribute to the literature about the characteristics of teachers that make them resilient and committed in spite of frequent transitions and challenges. The findings of this study also add to the body of knowledge related to teacher development and what growth looks like for those in educational fields. This study amplifies topics such as teacher motivation, resilience, and self-care. On a practical level, this study will help organizations and institutions better support and develop the teachers who serve with them long-term. [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.]