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The job demands-resources model (JD-R model; Bakker & Demerouti, 2014) is well established in occupational research, and the proposed processes it posits have been replicated numerous times. Thus, the JD-R model provides an excellent framework for explaining the occupational well-being of beginning teachers—an occupation associated with particularly high levels of strain and consequently, high attrition rates. However, the model’s assumptions have to date mostly been tested piecewise, and seldom on the basis of longitudinal models. With a series of longitudinal autoregressive SEM models (N= 1,700) we tested all assumptions of the JD-R model simultaneously in one model with an applied focus on beginning teachers. We assessed self-reports of beginning teachers at three time waves: at the beginning and end (one and a half to two years later) of their preservice period, and again, one year later …