Good psychological health is an indicator of the overall well-being of a person. In today’s times, well-being of people is at stake. Post pandemic there is higher risk of psychological problems due to the stressful environment, poverty, unemployment, debt, diet, bereavement of losing someone close, etc. All this adversely affects wellbeing of young students. Schools need to intervene to help students cope with such situation and equip them with knowledge and skills that promote well- being. Positive education is an approach to education that brings together well- being skills with academic learning. This study aims to ascertain the magnitude of the effect size of the positive education programme on academic resilience, psychological well- being and self- efficacy of preservice teachers. The positive education intervention programme of 30 hours was developed for this purpose. The participants included in the study were 46 and 48 preservice teachers in control and experimental group respectively. The findings of the study reveal that the effect size of the treatment, i.e. positive education intervention programme on academic resilience and psychological well- being of pre-service teachers is high in magnitude. Whereas the effect size of the treatment, i.e. positive education intervention programme on teacher self- efficacy of pre-service teachers is moderate in magnitude.