This qualitative study provides insight into the lived experiences of public middle school teachers who have taught for more than five years. This research investigates what systemic supports can positively impact the personal health and wellness of educators to create a whole teacher approach. Using a narrative inquiry, this study used the following research question: "How do public education systems implement a whole teacher approach that acknowledges the importance of teacher personal health and wellness development in American Middle Schools that can impact the well-being of teachers and students to improve the climate for teaching and learning?" Through a series of interviews, teachers reflected on the positive and negative emotions associated with the day in the life of a teacher. They provided examples of when they felt most successful and when they left work feeling defeated. They also offered instances of support strategies that were helpful and those that have no benefit to their teaching. The results of the study indicate that there are steps that can be taken to build skills in the recognition and regulation of self-awareness, self-management, social awareness, and social skills creating a whole teacher approach to positively impact the well-being of teachers. [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.]