Purpose: Seligman's well-being theory of PERMA has been proven fruitful in defining various well-being constructs across different fields of study. With a growing interest in teacher psychology research abroad, PERMA has been unveiled as a rewarding prospect for the well-being of second language (L2) teachers. Nonetheless, the contribution of PERMA to the well-being and grit of L2 teachers in Malaysia remains unclear. Thus, this study (1) examined the influence of PERMA on the well-being and grit of Malaysian teachers of English as a second language (ESL); and (2) analyzed the mediating impact of positive emotion in the relationship between grit and well-being. Methodology: A priori power analysis was conducted to identify the sample size for this study. Hence, a convenience sample of 91 primary ESL teachers from Kuala Lumpur participated in this crosssectional study. Data obtained were analyzed via multiple regression and mediation analysis using SPSS v20. The analysis of the indirect effects of the mediation model was complemented with a bootstrap procedure based on Hayes's PROCESS Macro. Findings: The regression analysis confirmed the significant impact of PERMA on both well-being and grit. Analysis of the regression coefficients (ß) displayed that engagement and accomplishment influenced significant changes in grit. Engagement was also a significant predictor of well-being. The mediation model portrayed positive emotion as a partial mediator in the association between grit and well-being. Significance: The meaningful interaction of PERMA with wellbeing and grit may not only encourage ESL teachers to flourish, correspondingly, it may elevate the well-being of learners in L2 classrooms.