School communities thrive when educators actively foster wellness. Educators working in First Nations communities conceptualize wellness in unique ways and are active agents in creating opportunities to meet their own wellness needs. This research explores conceptions, supports, and challenges related to wellness from the perspectives of teachers and educational assistants from three First Nation schools in northern Alberta. This qualitative case study includes interviews with 19 educators, and preliminary understandings revealed that educators situate their own wellness within the context of the school and larger community. They prioritize physical wellness and understand that emotional and psychological wellness are also often important. Finally, factors such as isolation, land, access, distance, and cost are seen as barriers to wellness by many. These same factors also represent opportunities to engage in wellness in ways that are less accessible to educators working and living in urban centers. We conclude that attention must be paid to the unique educator wellness needs in First Nations community schools as wellness-promoting initiatives are explored.