This study focuses on the well-being of individual piano tutors in the Klang Valley region of Malaysia, investigating and analyzing its multi-dimensional characteristics, influencing factors as well as intrinsic outcomes. This research aims to deepen the understanding of individual piano tutors’ well-being, systematically revealing its fundamental aspects and critical components, thus providing targeted strategies to enhance their occupational well-being. Furthermore, this study serves as a significant data and theoretical reference for educational practices and policy improvement in similar societal contexts. Initially, diverse perspectives of well-being were reviewed. This study then situates the working and living conditions of individual piano tutors in Malaysia within the teacher well-being conceptual framework proposed by the Organisation for Economic Co-operation and Development (OECD), along with other reliable and valid scales. A survey questionnaire was designed and validated according to standard procedures for scale development. Data collection was conducted through a pilot test involving 129 tutors and the main survey involving 217 tutors. Through factor analysis, correlation analysis, regression analysis, and path analysis, a comprehensive model of well-being of individual piano tutors was constructed, identifying the influence of national policies and economic factors as well as work resources and demands on tutors’ well-being, which in turn led to intrinsic outcome of teachers’ stress and intention to leave the profession. This study established that the well-being of individual piano tutors encompasses four dimensions - subjective, cognitive, social, and physical and mental well-being. The findings revealed that individual piano tutors exhibit a relatively ideal state in their physical and psychological well-being (M=3.952), reflecting fewer symptoms of physical and psychological discomfort. However, a lower-level subjective well-being dimension (M=3.022) reveals the lack of career-planning, goal-setting in terms of personal growth and experience of positive affects. Therefore, strategies to enhance the well-being of individual piano tutors should focus on strengthening their career aspirations and improving their experience in positive emotions, aiming to comprehensively elevate their occupational well-being. Based on the research findings, this study proposes relevant strategies, which include improvements to the external environment encompassing support from government and educational decision-makers, music teachers associations and music schools, as well as cooperation from parents. Concurrently, the enhancement of teachers’ competence and personal development are essential. Only through the integration of external support and internal competencies can the occupational well-being of individual piano tutors be comprehensively elevated.