The purpose of this review of literature was to examine existing research on the application of compassion-based interventions for educator well-being. The review focuses on empirical studies that have used all or components of a compassion-based training, interventions, and programs. Compassion-based programs and interventions have been found to increase and support well-being and alleviate symptoms related to stress, depression, anxiety, and trauma. For purposes of this review, empirical quantitative and qualitative research involving clinical and community populations were included to provide a foundational understanding of the benefits of compassion as an integrated program for cultivating well-being that can be delivered to educators in a feasible professional development training. Educators face increasingly unprecedented and extreme levels of stress in both their personal and occupational lives that can impact their well-being. Research has indicated educators can benefit from mindfulness and compassion-based practices to cope with stressful situations, increase well-being, and thrive. The purpose of this literature review and professional development training program was to explore the efficacy of compassion-based programs and synthesize an abbreviated, compassion-based program into a user-friendly, time-efficient professional development training program for educator well-being. [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.]