Research supports the significance of teacher well-being and its relationship to teacher effectiveness, teacher-student relationships, and classroom culture among other implications (Jennings & Greenberg, 2009). Teachers frequently rate classroom management of student behavior as one of the greatest challenges to their well-being (Klassen & Chiu, 2010; Carter & Pool, 2012). Although evidence demonstrates the fluidity of both of these constructs, they are often measured statically and using mostly quantitative methods (e.g. Goddard & O'Brien, 2003; Pillay, Goddard, & Wilss, 2005). The paucity of research in this area that incorporates qualitative methods and triangulation of data limits the comprehensiveness and context-specificity of previous findings. This study addresses these limitations by measuring teacher well-being and office discipline referrals, an indicator of classroom management and student behavior, longitudinally and integrating several methods of data collection. The purpose of this study, which arose out of a school-based consultation relationship, is to utilize a convergent mixed methods approach to analyze the relationship between teacher well-being and teacher use of office discipline referrals (ODRs). The sample consisted of 24 teachers who provided biweekly ratings of their well-being which were analyzed relative to biweekly ODR frequencies. Teacher focus groups, administrator meetings, and ODR database review supplemented these data to better understand these variables and their relationship. As part of the culture-specific consultation model utilized in this study, teacher and administrator perspectives were incorporated throughout data collection and analysis. Results suggest an inverse relationship between teacher well-being and ODRs, such that increased well-being is associated with decreased use of ODRs. This study also provides valuable data on potential mechanisms underlying the relationship between teacher well-being and ODRs that can inform future research and intervention.