The main purposes of this study were to explore the distribution of the teachers’ mental health statuses, and to explore the facilitators that would facilitate teachers’ mental health status from languishing to flourishing based on domain-specific effects hypothesis. Survey data were collected from 1020 teachers in Taiwan with stratified random sampling by Subjective Well-being Scale, Taiwan Depression Scale, and Teacher’s Daily Hassles and Uplifts Scale. Results indicated that (a) most teachers did not exhibit mental illness symptoms, however, 21.4% of the teachers were classified into the languishing mental health status; (b) developing uplifts in daily life was a predictor of teachers transitioning from languishing to flourishing mental health statuses. Finally, suggestions for counseling interventions and future research were proposed.