Teacher well-being is intrinsically associated with their personal resources, includinghealth literacy and occupational self-regulation. However, there are few empirical findings onteacher trainees’ health literacy. Furthermore, occupational self-regulation has so far only been as-sociated with indicators of occupational well-being. From a public health perspective, research onteacher trainees’ general well-being will benefit from taking both research aspects into account. Inthis study, we analysed data from 407 teacher trainees in Germany. Latent profile analysis con-firmed the four occupational self-regulatory types (healthy-ambitious, unambitious, excessivelyambitious, and resigned), which differed significantly on the health literacy dimensions self-regu-lation, self-control, self-perception, proactive approach to health, communication and cooperation,and dealing with health information. The health literacy dimensions of self-regulation and self-con-trol were mainly related to occupational self-regulation. Independently of each other, the self-regu-latory types and the health literacy dimensions of self-regulation, self-control, and proactive ap-proach to health predicted teacher trainees’ general well-being. If both constructs are consideredtogether, the health literacy dimensions explain more variance in teacher trainees’ general well-be-ing than the self-regulatory types. Research and practical implications are discussed.