This paper has a focus on teacher well-being. It resulted from a ‘Standing Conference on Teacher Education, North and South’ (SCoTENS) funding award in 2016. The project involved two higher education institutions, the School of Education at the University of Limerick and St. Mary’s College, Belfast, together with their aligned partner schools. In particular, it sought to explore teachers’ perspectives and understandings on what is referred to in the literature as teacher “pedagogical well-being” (Soini, Pyhältö, & Pietarinen, 2010)