Student wellbeing is of increased importance for language learning. A great number of research has shown that school-based well-being practices can contribute to academic and non-academic attainment (Dixon et al., 2020; Driscoll et al., 2012). In this framework, this study aims at investigating the well-being of university preparatory school students in Turkey. With a mixed-methods design, the study utilizes a 15-items PERMA questionnaire as the quantitative data collection instrument followed by focus group interviews with questions developed from the survey results to get a deeper understanding of students’ perspectives on the concept of well-being. Findings show that EFL students are at a medium level of well-being, and there are four benchmarks that affect their-wellbeing.