The personal and professional growth of educators has become a significant interest in English-as-a-Foreign Language (EFL) education. Since COVID-19, there has been increased concern for educators’ well-being. This research utilized narrative analysis and transformative self-theory to interpret the experiences of eight English language educators at a private tertiary institution in South Korea. Thematic analysis of the 16 semi-structured interview transcripts with each of the eight participants teachers yielded four main themes: change and redemption, growth as an EFL teacher, the gift and cost of caring, and limits of growth. The findings highlight the benefits of an ethical and eudaimonic orientation over a more egotistical approach in relation to cultural adaptation and teaching. Despite financial challenges, maladaptation, and marginalization, educators who engaged in eudaimonic behavior and were deeply connected to their communities reported higher levels of personal and professional satisfaction and overall well-being.Thematic analysis of the 16 semi-structured interview transcripts with each of the eight participants teachers yielded four main themes: change and redemption, growth as an EFL teacher, the gift and cost of caring, and limits of growth. The findings highlight the benefits of an ethical and eudaimonic orientation over a more egotistical approach in relation to cultural adaptation and teaching. Despite financial challenges, maladaptation, and marginalization, educators who engaged in eudaimonic behavior and were deeply connected to their communities reported higher levels of personal and professional satisfaction and overall well-being.