Subjective well-being (SWB) encompasses both cognitive and affective dimensions. The cognitive dimension includes the evaluation of life as good and satisfying, and as lacking in regret. The affective dimension includes the experience of positive and pleasant emotions with greater frequency compared to negative and unpleasant emotions. Taking account of culture when teaching SWB is especially important because it has implications not just for the content of what is taught, but the repercussions of that knowledge. Cultural variation in the predictors and effects of SWB means that interventions for increasing SWB may not be equally effective across cultures. Thus, insuring that what is taught includes cultural nuances can also insure that ineffective and/or culturally inappropriate interventions are not undertaken. Such interventions would be damaging not only because they would be ineffective, but could also, in turn, cast doubt on the science of SWB and evidence-based attempts to enhance well-being.