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Given the high stress and attrition rate among teachers, there is a need to expand knowledge on situational experiences that contribute to teacher well-being. We investigated the links between student lesson-specific behaviour (disruptive behaviour, engagement), teachers' lesson-specific (positive, negative) emotions, daily (morning and end-of-working), and personal general well-being of 20 Taiwanese primary school teachers using a micro-longitudinal approach. By specifying multilevel structural equation models (MSEM), we found student behaviour predicts teachers' lesson-specific emotions, and this association varied across days and teachers. Teachers' lesson-specific positive emotions predict teachers’ well-being, suggesting positive emotions can be a protective factor for teachers.