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The purpose of this quantitative study was to examine the relationship between workplace factors and teacher well-being among K-12 educators in the United States. The study was grounded in attribution theory, which suggests that individuals assign meaning to experiences and outcomes based on perceived causes and contextual influences. The primary research question asked: “What is the impact of workplace factors on teacher well-being among K-12 educators in the United States?” The study utilized a nonexperimental quantitative research design using secondary data obtained from the RAND State of the American Teacher Survey (2023), a nationally representative survey of educators across the United States. The sample included 1,384 K–12 educators with complete data across all variables included in the analysis. Data collection procedures were originally conducted by the RAND Corporation using validated survey instruments and standardized research procedures. The dependent variable, teacher well being, was operationalized using a composite measure that included indicators of stress, emotional exhaustion, and coping ability. Independent variables included measures of administrative support, collegial relationships, workload, salary concern, and selected demographic and contextual variables. The regression model was statistically significant and explained 23.0% of the variance in teacher well-being. Administrative support emerged as the strongest predictor of teacher well-being, followed by salary concern and workload. Recommendations for future research include the examination of additional organizational and contextual variables, the use of longitudinal research designs, and the incorporation of qualitative or mixed methods approaches to further explore educators’ lived experiences and workplace perceptions.