Based on the results of Dohms Thesis, which dealt with Institutional Welfare in a Brazilian Basic Education Marist Institution, and discussions with its advisor, this article presents data of the qualitative approach, contemplating two specific objectives: 1) Verify perceptions of teachers, students, managers and employees about the Institution of which they are part; and 2) Monitor the implementation of the National Curricular Matrix in this school and the development of actions from Strategic Planning, recording the observations as field diary notes, at the same time being a researcher who is available to the develop of didactic activities, trying to describe the perception of these participants where they work and study, regarding the institutional well-being and aspects addressed in the interventions carried out, in order to reflect and contribute to their well-being. A total of 220 participants collaborated in the study, answering the questions with open answer of the Institutional Welfare Questionnaire, complemented with the Field diary notes. To analyze the data and the content analysis technique of Bardin. The theoretical framework is based on Esteve, Jesus, Dohms, Mendes and Stobaus & Mosquera. Based on the participants’ answers, they were five categories: a) Definition of Welfare, b) Aspects that generate Welfare, c) Actions for Welfare, d) Perception of relationships in the Institution, and e) Promotion of well-being. This shows that respondents and observers, in general, perceive well-being as health and relate it to belonging (spirit of family), possibility of dialogue and positive personal relationships. More positive evaluation that the person performs of itself, better is the evaluation that he/she performs of the Institution. That is, better levels of Subjective Wellbeing also reflect in better and more positive degrees of Institutional Wellbeing. We conclude that in this institution the participants cry out for appreciation and recognition, and understand that the family spirit, coexistence and interpersonal relationships promote more their wellbeing, being group spirit and teamwork primordial. They also point out aspects related to education, improvement and continuous education as necessary to promote and maintain the wellbeing in their educational institution.