This book, co-authored with Nina Papadopoulos, documents the training of teacher trainers in the IRC’s Female Education Program (FEP) in psychosocial wellness models. and the development of teacher training materials for Pakistan-based Afghan refugee teachers in 2002. A reflective process was used to raise awareness, to build skills, knowledge, and the confidence to apply what they learned into teacher training strategies for Afghan teachers. Through this program teachers explored ways to provide improved psychosocial support to children in their classrooms. The psychosocial programming detailed in this case study brings to light how a global concept like psychosocial wellness can be adapted to meet the special needs of Afghan children, resulting in improved learning for all children in the classroom.