Inevitably, the element of stress has always been present within the teaching profession. Consequently, this matter has often raised the question of teachers' subjective well-being. In this study, the predicting roles of self-efficacy and emotional intelligence on subjective well-being, as well as the mediating role of resilience on these relationships were examined. A stratified random sampling was employed to select student teachers from four teacher education institutes in Sabah, Malaysia. Data obtained using self-administered questionnaires comprising of four adapted scales: The Teachers Sense of Self-Efficacy (TSES), the Emotional Intelligence Trait Questionnaire (TEIQUE), the Resiliency Scale and the Satisfaction with Life Scale (SWLS) were analyzed using PLS-SEM. In this study, results showed that self-efficacy was a significant predictor of subjective well-being and resilience significantly mediated this relationship. On the contrary, emotional intelligence was not a significant predictor of subjective well-being. The combined effect of self-efficacy, subjective well-being and resilience explained almost half of the variance in subjective well-being. Additionally, the effect size, f² of self-efficacy on resilience and subjective well-being were both large but emotional intelligence showed a small effect size. Hence, this study showed that subjective well-being could be predicted by self-efficacy and resilience mediated this relationship. Future research that considers a longitudinal study and broadening the samples to include other groups with practicum training is recommended as more in-depth understanding of these coping abilities and subjective well-being can benefit teachers positively.