This quantitative study was conducted to examine the relationship between psychological capital, organizational support and subjective well-being of Special Education Teachers. A total of 196 Special Education Teachers were randomly selected from 40 secondary schools in the Central Region of Peninsular Malaysia. Psy Cap Inventory, Special Education Career Resilience Scale and Life Satisfaction Scale questionnaire method were used to collect the relevant data. The Cronbach alpha reliability coefficient of the Psy Cap Inventory is 0.85-0.90, Special Education Career Resilience Scale is between 0.75 - 0.94 and Life Satisfaction Scale is between 0.80-0.95. The findings showed that statistically significant positive relationship between psychological capitals, organizational support and subjective well-being. The multiple regression analysis indicates that psychological capital and organizational support contributed 33% (R square = 0.332) of the variance being accounted for in subjective well-being and this was found to be statically significant with organizational support and psychological capital are major predictor contributed significantly. Lower contribution of psychological capital and organizational support towords subjective well-being shows that there are also other factors that affect the subjective wellbeing of Special Education Teachers.