The Covid-19 pandemic has resulted in widespread change across the world, particularly in relation to education and what might support a sustainable education workforce. In Australia there are extensive shortages of classroom teachers, declining enrolments in initial teacher education, and a rapid exodus from the teaching profession. Now more than ever before, workforce sustainability in Australia is an important issue. A sustainable teacher workforce recognises the important role that teachers play in nurturing human flourishing. It also recognises that for classroom teachers to nurture the flourishing of others, and the growth of a community and an education system that supports that community, that they too must flourish. In this chapter we draw on Aristotle’s moral and intellectual virtues as a conceptual framework to examine how initial teacher education students might be prepared to flourish in a changed workforce. We focus on the Australian education landscape but through this examination, also provide insight into how universities around the world might support workforce sustainability through a focus on pre-service and classroom teachers flourishing in a new and changed world.