The study of effective learning and optimal schooling experiences is an important focus of inquiry in the field of Education. Why do some students show more inclination towards mastery, deep learning, and personal interests in schooling? Why do some students., in contrast, express discontentment, and work-avoidance behaviours (e.g., disengagement)? These questions have led to ongoing research development of theoretical models that could explain, account, and enhance educational outcomes and schooling experiences. We recently conceptualized a holistic framework of student well-being experiences that takes into consideration the combined influences of personal, motivational, affective, and social processes of schooling (Phan, In press-2015a; Phan & Ngu, In press-2015a). In this theoretical chapter, we discuss in detail eight distinctive components of student well-being experiences that we believe could foster and optimize positive educational and non-educational outcomes: optimized functioning, liking for school experience, emotional well-being, relating to others, personal well-being at school, appreciation and value, daily functioning, and academic striving.