The article explores the nexus between plurilingual education and teacher wellbeing, with a particular focus on how plurilingual education affects the wellbeing of two experienced language teachers. Theoretically, the article builds on: (1) the PE-LAL project’s conceptualisation of plurilingual education, which reflects a continuum and draws on Candelier et al.’s distinction between integrated didactic approach, intercomprehension between related languages and Éveil aux langues, adding a transversal dimension focusing on learners’ language resources, including students’ first languages beyond the language(s) of schooling, and; (2) literature on teacher wellbeing, drawing on Seligman’s PERMA theory integrating five elements: emotions, engagement, relationships, meaning and accomplishment.