The teacher shortage is an increasingly urgent challenge for the Austrian education system. Consequently, the Austrian government recruits student teachers who are still in bachelor's or master's programmes to fill open positions. This empirical study examined the demands and resources that student teachers experience in their jobs and studies. Based on the job demands-resources model, we investigated the health effects and motivation impacting student teachers' job and study satisfaction and general well-being. Results from SEM (N = 296) indicated that student teachers' well-being and satisfaction is significantly impaired by perceived overload, time pressure, and exhaustion resulting from the combination of both job and study contexts. In contrast, the findings showed that psychological health is promoted by resources (i.e. social support, task relevance, and task clarity) and perceived engagement (cumulatively) in both contexts. Moreover, further analyses confirmed buffering effects (but not boosting effects), as postulated in the job demands-resources model.