Self-determination theory (SDT) was used to model the relations between environmental supports (i.e., administrative, departmental, personal and family) and well-being (i.e., teaching/service and global satisfaction) in 96 full-time non-tenure-track (NTT) faculty members, a growing population that has been underrepresented in the psychological and educational literature. Perceived relatedness and volitional autonomy were hypothesized to mediate the relations between the environmental supports and NTT faculty well-being. Results of path analysis indicated no significant direct effects for the environmental supports or volitional autonomy on well-being; perceived relatedness displayed significant direct effects on both indices of well-being. A bootstrap procedure yielded significant indirect effects for all environmental supports on well-being via perceived relatedness; administrative support displayed a marginally significant indirect effect via volitional autonomy. Results are discussed in terms of SDT and faculty well-being, and future directions for research are provided.