Early childhood special education (ECSE) teachers report high levels of stress, but little is known about the well-being of educators working with young children with disabilities. This study explores latent class analysis of early childhood special educator well-being, based on multidimensional measures of mental health and well-being to investigate whether qualitatively different subgroups of teachers exist within this population. With calls to make teacher training universal, there is a critical need to learn how ECSE experiences well-being to inform future practices in the field. Recommendations for research, practice are discussed. (author abstract)