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The aim of this study is to investigate the profile of men who have had successful careers in teaching, highlighting why they have been able to succeed in a career typically associated with women and what representations of gender and teacher well-being they have. The qualitative research used semi-structured individual interviews with five male teachers, aged between 38 and 64, who chose teaching as their main profession. The results show that the research participants had the opportunity to develop various skills that contributed to promoting teacher well-being and to performing their work competently, making them active participants in this whole process. They understood that teacher well-being is influenced by social factors, but that it also depends on the educator's attitude; they felt good about working in an area socially perceived as feminine; they understood that it is important to increase the number of men in teaching and that, above all, it is worthwhile to be a teacher, even for those who are male.