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Satisfaction, well-being, pleasure, and happiness are some of the terms used by researchers who attempt to characterize the positive emotions and experiences of teachers in their professional practice. Without choosing between these different conceptual frameworks, this article aims to identify the determinants of this “happiness,” particularly in relation to the expectations upon entering the profession. It emphasizes the importance of student-related factors, in particular the quality of the relationship that teachers have with their students and the quality of learning, and their reciprocal influence. Training courses to strengthen teachers’ skills in these two areas are then seen as a way to increase the happiness of learning and teaching. The article finally insists on the importance of the evaluation of the trainings, by presenting a device currently being developed to evaluate a training action aiming at reinforcing the psychosocial competencies of first grade students, carried out in a school district in the Paris region. This device uses the CLASS (Classroom Assessment Scoring System) tool, not yet well known in France.