<p>This study focused on occupational well-being among early childhood education and care (ECEC) teachers (<i>n</i> = 409) participating in Finland’s two-year pre-primary education trial (2021–2024). We examined what kinds of occupational well-being profiles could be identified among the ECEC teachers and which teacher-related and contextual factors explained them. Based on latent profile analysis, three profiles were identified: thriving (<i>n</i> = 250), with low burnout and high engagement, balanced (<i>n</i> = 133), with average burnout and engagement, and burdened (<i>n</i> = 26), with high burnout and low engagement. Burdened teachers were negatively affected by staff turnover, while balanced teachers had more children in need of support compared to thriving teachers. Thriving teachers received more support during the trial than two other groups. The findings suggest that during educational reforms, teachers may experience their well-being differently. Varying demands and resources can either promote or hinder occupational well-being and should therefore be carefully considered in policy implementation.</p>