In today's rapidly evolving religious and educational landscape, understanding the intricate relationship between educational factors and student well-being is paramount. This study examined the impact of spiritual teaching practices, community involvement, and classroom environment on students' well-being in Hindu higher education centers in Indonesia. It also sought to explore the mediatory role of students' motivation and self-efficacy and the moderating role of interest in extra-curricular activities. A cluster sampling technique was utilized to select 530 students from various Hindu Higher Education. Data were collected through a self-administered questionnaire comprising validated scales measuring the abovementioned variables. The statistical analysis was performed using SPSS v. 27. Findings revealed that spiritual teaching practices, community involvement, and a positive classroom environment significantly influenced students' well-being. Students who exhibited higher levels of motivation and self-efficacy experienced greater levels of well-being under the influence of all three factors. Additionally, students strongly interested in extra-curricular activities displayed heightened positive effects of motivation and self-efficacy on their overall well-being. This study provides valuable insights for practitioners, researchers, and policymakers seeking to improve students' educational experiences and well-being in Hindu higher education centers. The findings suggest that implementing effective spiritual teaching practices, fostering community involvement, and creating a positive classroom environment can positively impact students' well-being. Additionally, considering students' motivation, self-efficacy, and interest in extra-curricular activities as important factors in enhancing well-being can inform the development of targeted interventions and policies in religious and educational settings.