This study aims at examining teachers' perceptions of happy work environment within PERMA [positive emotions (P), engagement (E), positive relationships (R), meaning (M), accomplishment (A)] model, a well-being model in positive psychology. Phenomenological research design was used in this study and a group of 17 teachers formed the participant group in the study. The participants are graduate students at Department of Educational Administration at Gazi University, Institute of Educational Sciences during 2017-2018 academic year. The participants are working in different positions of at the Ministry of National Education in Turkey. In the study, data on a happy work environment has been obtained through a fully structured interview form. The results of the study suggest that teachers' expressions about a happy work environment mostly emphasized the context of positive relations; this is followed by the expressions of positive emotions, accomplishment, engagement and lastly the meaning dimension of PERMA. Based on the results of research, it can be argued that the PERMA model provides a useful framework for defining a happy school environment, and there is a need for programs or interventions in schools to make use of this model.