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Teaching profession has repeatedly been the subject of research both nationally and globally. However, research on preschool teachers’ burnout and job satisfaction is limited. The purpose of this research is to investigate the effect of Positive Psychology practices (PERMA model) on burnout and job satisfaction of Early Childhood and Preschool teachers in Greece. The data used derive from the implementation of the European intervention program of Positive Psychology ProW (Project number: 2019-1-EL01-KA202-062953) in preschool education units of Thessaloniki during the period 2021-2022 with the cooperation of the Directorate of Primary Education of Western Thessaloniki, the Municipality of Kalamaria and the research group of the International University of Greece. A sample of 91 preschool teachers participated in this study. To draw observations and conclusions, weighted psychometric tools were used. Specifically, the MBI-ES questionnaire was used to measure burnout, while the ESI questionnaire was used to measure job satisfaction. Data analysis was performed with the assistance of the statistical analysis program SPSS, version 27. The method followed to check for possible statistical differences was: a) paired t-tests and b) independent variables t-tests. Participants in the experimental group showed improvement in burnout dimensions, as well as in most dimensions of job satisfaction. In contrast, satisfaction was lower in relation to the subscales of monetary rewards and opportunities for professional development or promotion.