The aim of conducted study was to determine in which amount do students of the Faculty of Teachers Education experience flow in their studying, is there a difference between the third and fifth year of the study and in which amount do the components of the flow explain the well-being of the students. 207 students of the Faculty of Teachers Education participated in the study from which 127 was from third year (120 female students and 7 male students) and 80 from the fifth year of the study (78 female students and 2 male students). Flourishing Scale (Diener and co., 2009) and The Study-Related Flow Inventory (WOLF-S, Bakker, Ljubin Golub i Rijavec, 2017) were used. The results have shown that the flow among the students in the area of learing at faculty was little above average, while the level of the well-being was above average. There was no difference in the flow and well-being between the students of the third and fifth year. The only significant positive predictor of the well-being (psychological flourishing) is the enjoyment in studying as the component of the flow in studying. Other components are not significant predictors. It was concluded that for the well-being of the students it would be significant that during their time spent in studying in their academic work should be more often included activities which stimulate enjoyment and in that way cause the flow.