This research looks at how well-being manifests within art museum educational programming with non-traditional participants. The specific programming studied took place onsite at the Montreal Museum of Fine Arts (MMFA) in Quebec, Canada, where this type of programming has been in practice for almost two decades. Museum educators, administrators, and program personnel were interviewed in order to explore the ways in which well-being is perceived, defined, and implemented within curriculum and teaching at the MMFA. Program observations, content analyses, and literature reviews were all conducted, coded, and analyzed as part of this qualitative, collective case study. The goal of this research is to allow those within, as well as those outside of, the field of art education to more fully understand art museum education programming for well-being, justify a need for this type of programming, and to apply information learned as a model for future programming.