This study utilized a quasi-experimental design and students’ feedback to investigate the effectiveness of forgiveness education. A series of positive-psychology-based forgiveness courses were taught to 5th-graders and its effects on students’ forgiveness attitude and well-being were examined. The participants in this study are from two 5th-grade classes in an elementary school. A total 57 students were divided into two groups: an experimental group of 27 students, and a control group of 30 students. We first conducted a pretest using Enright Forgiveness Inventory (EFI) and Children Well-Being Scale, and then we provided eight forgiveness classes to the experimental group.  A week after the completion of all classes, we collect post-test data through class observation, research team feedback, learning and feedback sheets for analysis. Students in the experimental group participated in a four-week forgiveness education course, while those in the control group participated in a course with integrated common activities. Results showed that students in the experimental group had higher scores on the forgiveness attitude and well-being post-tests than the students in the control group. Results indicate that enhancing 5th-graders’ well-being through forgiveness education is practical, acceptable, and highly effective. To achieve optimal effectiveness, the teachers should take into account the teaching environment, duration of time, and presence status of students. Based on our results, we further propose several suggestions for teachers’ improvement and future research.