In the contemporary educational landscape, the mandate of schooling has expanded beyond academic instruction to encompass the psychological flourishing of learners. This study investigates the pivotal role of teachers in promoting student well-being through the lens of Positive Psychology, specifically utilizing Martin Seligman’s PERMA model as a theoretical anchor. Adopting a qualitative, phenomenological research design, the study explores the lived experiences and pedagogical strategies of 20 secondary school teachers and their interactions with students in an urban Indian context. Data were collected through semi-structured interviews and thematic analysis was employed to categorize findings. Five major themes emerged: (1) Relational Anchoring through Empathy; (2) Fostering a Culture of Strengths-Based Recognition; (3) Creating Psychologically Safe Classroom Climates; (4) Integrating Mindfulness and Emotional Literacy; and (5) Nurturing Student Autonomy and Agency. The findings indicate that while systemic pressures of the "grade race" persist, teachers act as critical "well-being architects" by facilitating positive emotions and meaningful relationships. The study concludes that successful well-being initiatives require a shift from remedial interventions to proactive, relational pedagogies. The results offer significant implications for teacher training programs and institutional policy, suggesting that teacher well-being is a necessary prerequisite for student flourishing.