Recent trends in classroom climate intervention research have expressed a need for evidence-based, whole-school approaches to well-being that cultivate safer, more effective learning environments. In a single-school pilot study, we used pre- and posttest methodologies to determine the extent to which the Four Pillars of Wellbeing curriculum enhanced the well-being and emotional climate of both teachers and students at Corbett Preparatory School, a Kindergarten through 8th grade private school in Tampa, Florida. Teacher well-being was assessed along 10 positive psychological outcomes, and student mood was assessed by tracking self-reported emotions over the course of 1 school year. After completing the evidence-based well-being intervention and tracking the school for 12 months, self-compassion, teaching efficacy, and feelings of contentment increased for teachers, and use of the program practices, correlated positively with subjective well-being, self-compassion, and negatively for stress. We also found that students’ self-reported moods shifted into lower arousal positive states, which are optimal for classroom emotion regulation, focus, attention, and learning.