In the first part, the chapter provides a philosophical and psychological investigation into how to understand the “good life”. In the first chapter, Aristotles view of the good life in the ancient world is described. The next chapter outlines the challenges of the good life at the present time. The thesis then identifies the effects of the rising pressure to perform in schools. In the following chapter important concepts of modern happiness research are introduced. The theory of well-being of Seligman, the concepts of flow and resilience are explained and their impact on the good life demonstrated. Furthermore, the paper discusses the role of schools in terms of the good life. The views of the philosophers and educators Nel Noddings and John Dewey are interpreted. Then the principles of positive education and the school subject “happiness” are analyzed.The second part adresses the theory of flourishing. First, flourishing is interpreted from a Buddhist perspective. In the next section, the thesis reports on the impact of schools and teachers on the acquisition of knowledge and skills for the good life. An interest-oriented, holistic education enables students to lead a good life. The following chapter introduces teaching-concepts to enhance flourishing in schools. These concepts concern self-efficacy and social responsibility. In the final chapter, a project relating to the influence of altruistic behavior on well-being is described. The results of this project illustrate the positive impact of altruistic behavior on the good life.The aim of this thesis is to highlight the importance of the Aristotelian eudaimonia in today's time, and to demonstrate the benefits of an interest-oriented, holistic education.