This study explores the meanings of happiness constructed by fourth-grade students and teachers at Colegio Cristóbal Colón, Sede C, in Bogotá, Colombia. The research employs a qualitative and phenomenological approach to understand the participants' cosmologies and experiences. The study uses in-depth interviews with a semi-structured protocol based on Martin Seligman's PERMA model (Positive Emotion, Engagement, Positive Relations, Meaning, Accomplishments) to gather data. Key findings include: - Family is seen as the cradle of happiness. - Friendship is a space where personal virtues acquired in the family are projected. - Happy life is recognized as a temporary form of happiness but not the only one. - Happiness is deeply associated with the realization of one's life purpose. - Students believe happiness can be promoted in school, while teachers' opinions are divided. The study contributes to institutional narratives about happiness and serves as a starting point for implementing a Positive Education program to reduce vulnerabilities among students. The research highlights the importance of understanding the meanings of happiness constructed by students and teachers to effectively promote well-being and personal growth.This study explores the meanings of happiness constructed by fourth-grade students and teachers at Colegio Cristóbal Colón, Sede C, in Bogotá, Colombia. The research employs a qualitative and phenomenological approach to understand the participants' cosmologies and experiences. The study uses in-depth interviews with a semi-structured protocol based on Martin Seligman's PERMA model (Positive Emotion, Engagement, Positive Relations, Meaning, Accomplishments) to gather data. Key findings include: - Family is seen as the cradle of happiness. - Friendship is a space where personal virtues acquired in the family are projected. - Happy life is recognized as a temporary form of happiness but not the only one. - Happiness is deeply associated with the realization of one's life purpose. - Students believe happiness can be promoted in school, while teachers' opinions are divided. The study contributes to institutional narratives about happiness and serves as a starting point for implementing a Positive Education program to reduce vulnerabilities among students. The research highlights the importance of understanding the meanings of happiness constructed by students and teachers to effectively promote well-being and personal growth.