This study explored the interplay between agency and wellbeing of five Iranian teachers of young learners of English (YLEs). Data were collected through narrative frames and semi-structured interviews, and analyzed based on the principles of thematic analysis. The analysis of data revealed four themes in relation to YLE teachers’ professional work: (1) social wellbeing as a significant factor in enhanced teaching agency, (2) incongruities between classroom and social wellbeing in teaching YLEs, (3) agency as a significant factor in prolonged wellbeing, and (4) the co-constitutive nature of agency and wellbeing as time-dependent phenomena. The findings highlighted the interdependence of agency and wellbeing as mediated by institutional and sociopolitical forces as well as their dynamic, time-dependent nature. The study offers implications for teacher educators regarding how to pay more focal attention to the key role that agency and wellbeing play in teachers’ professional growth. In particular, the study helps teachers and teacher educators to embrace how agentic actions could be employed for teacher education courses in order to positively contribute to teachers’ wellbeing over time.