The well-being of teacher educators is a crucial determinant of educational quality and institutional success. This empirical study investigates the role of Teacher Education Institutions (TEIs) in Maharashtra in fostering educator well-being and cultivating a thriving workforce. Employing a mixed-methods approach, the research surveyed 550 teacher educators and conducted 30 in-depth interviews. The study examines the level of well-being, identifies institutional support factors, analyzes the relationship between well-being and teaching effectiveness, and explores educators’ perceptions of institutional policies. The findings highlight the significant role of mentoring, peer support, and policy clarity in promoting well-being. The paper concludes with practical recommendations for TEIs, acknowledges study limitations, and suggests avenues for future research.