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In the context of a crisis in French schools, this article defends a key idea: professional practice, as degraded and dented as it may be, can only “hold” if there is a link between teachers and their profession that goes far beyond the contingencies of daily work. It is this link, which persists despite everything, that we will identify as the “happiness of the profession” of the elementary school teacher. The problematization mobilizes the reflections of Kant and Osty to circumscribe the object by positioning happiness on the side of the profession (and not on the side of the work done). It is extended by a theorization of the “happiness of the profession” that relies on Freire and Jullien to define it as a potentiality, an inaccessible promise. It is then operationalized by the research on similar notions in the case of teachers, which is translated into the methodological choice of a questionnaire. The questionnaire was administered via social networks and included a quantitative component (an assessment of the potential of forty-five concrete situations for the “happiness of the profession”) and a qualitative component (an open and spontaneous definition written by the respondents). The results of the survey develop the ten components of the “happiness of the profession” (quantitative approach) and the triptych of the definition of this happiness (qualitative approach).