The concept of meaningful work has gained significant attention in organizational psychology. As teaching is a profession often associated with high levels of emotional investment and personal engagement, understanding how the perception of meaning in work influences teachers' well-being is crucial. This study aimed to explore the relationship between meaning in work and subjective well-being among Iranian English as a Foreign Language (EFL) teachers. It sought to quantify this relationship through regression analysis and further elucidate it through thematic analysis of qualitative interview data. The study involved 65 EFL teachers, with data collected via the Work and Meaning Inventory (WAMI) and the Subjective Well-being Scale. Linear regression analysis was used to examine the relationship between meaning in work and subjective well-being. Additionally, in-depth interviews with 12 teachers provided qualitative insights, analyzed through thematic analysis to identify emergent themes relating to meaning in work and its impact on well-being. Regression analysis revealed a significant positive relationship between meaning in work and subjective well-being (R[superscript 2] = 0.394, p < 0.001). The thematic analysis of interview data yielded four main themes: personal fulfillment and job satisfaction, professional growth and self-realization, sense of purpose and contribution to society, and connection and relationships. These themes underscored the multifaceted ways in which a sense of meaning in work contributes to language teachers' well-being. The study highlights the profound impact of meaning in work on EFL teachers' subjective well-being. The findings emphasize the importance of fostering meaningful work environments in educational settings to enhance teacher well-being, with implications for teacher retention, job satisfaction, and overall school climate.