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Student engagement plays a vital role in effective learning and academic success. The problem to be addressed in this study was teachers’ impact on K-12 students’ mental wellness related to student outcomes. The purpose of this study was to advance knowledge and increase understanding of teachers’ impact on student mental wellness related to student outcomes. Research questions explore different dimensions of teachers’ behaviors, experiences, and interactions with students, especially regarding their impact on student mental health. The study was grounded in Bronfenbrenner’s ecological systems theory. A qualitative phenomenological design was employed to explore participants lived experiences through in-depth interviews. The study involved teachers with three or less years of teaching in public K-12 schools and student teachers enrolled in teacher preparation programs. Findings highlight themes of teacher identity, systems support, training and preparedness, experience and strategies for support, barriers, and challenges, cultural sensitivity and equity, collaboration, evolving perspectives and views on change. Together, these emphasize how personal traits, professional development, systemic support, and collaboration shape teachers’ ability to support student mental health. Participants shared how their personal experiences shaped their identities and qualities that enhanced their capacity to support students' mental health through virtual interviews. They emphasized the emotional strain of addressing the students’ needs, including concerns about being judged, challenges in establishing trust with students, and the difficulties they faced due to limited support or involvement from parents. Further research is recommended to further investigate how each layer of the ecological systems theory, such as family, school, and community, uniquely influences students' mental health outcomes and overall well-being.