This research article is part of the doctoral thesis entitled “Teacher training: between intellectual preparation and practices that lead to well-being”. It explores how the discourse of well-being takes place in contemporary teacher training. The objective is to analyze the documentation to observe teacher training practices and how they assume well-being as a means and an end. Likewise, it seeks to characterize in-service teacher training programs, their knowledge, practices, and purposes, in order to understand the relationship between the well-being of teachers and the improvement of their practices in the present. A documentary analysis is made that involved the pre-reading and thematization of the records, tracing the regularities of the relates, and concluding with an analysis that allowed the crossing of these documentary fields, to collect the dispersion of the statements and understand how the Well-being becomes a condition for the professional development of teachers. The article traces productions of international entities, non-governmental organizations, academic articles, and national regulations related to in-service teacher training since 1990 to 2020. The text shows how the well-being of teachers is a condition for their effective performance and an essential component that is part of their in-service training programs.