There were 1210 Taiwanese kindergarten teachers participated this study. The main purpose of this study was to understand the subjective well-being of kindergarten teachers and further investigated the differences of well-being among various personal and school backgrounds of kindergarten teachers. Questionnaire method was employed in this study. Part one of the questionnaire consisted of participants' demographic information. Part two concluded with a scale of 'self-rate well-being of kindergarten teachers' which consisting four dimensions, autonomy and purpose of life, environmental control of financial and physical condition, relationship with others, job satisfaction and personal growth. The main findings of this studies were 1. The kindergarten teachers of Taiwan demonstrated the median-high score of well-being; 2. The findings indicated that the age, year of working experience, educational background, marriage status, and religious difference affected subjects' well-being significantly; 3. The findings indicated that the different school types had significant effect on kindergarten teachers' well-being.