Teaching is a stressful job, that often presents with limited time and high job demands. However, the vast majority of the interventions tailored to help mitigate this stress and increase wellbeing are very time consuming and not tailored to meet the specific needs of teachers. To address this gap, this paper utilizes a randomized study design and pilots an online-self guided single session consultation (OSG-SSC) intervention aimed at improving wellbeing. Specifically, in a sample of 122 teachers (intervention group, n = 61; wait-list control group, n = 61) the fidelity, acceptability, and effectiveness of the OSG-SSC across a variety of indicators (i.e., teacher self-efficacy, school connectedness, positive emotions, hope, and burnout) was examined. The results suggests that the OSG-SSC was implemented with a high level of fidelity and found to be a useful and acceptable intervention by teachers. In addition, the OSG-SSC was also found to significantly reduce one aspect of burnout, emotional exhaustion with a large effect (F [1,78] = 12.26, p <0.001, [partial eta-squared] = 0.14; Cohen, 1988). As a result, the findings from this study were able to show preliminary evidence that the OSG-SSC could be a useful and time-sensitive tool to improve teacher wellbeing. Given that this was a pilot study, future investigations should build upon these results to better understand the full utility of the OSG-SSC. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]