This study explores the meanings of happiness constructed by fourth-grade students and teachers at the Cristóbal Colón College, sede C, in Bogotá, using a phenomenological approach grounded in Positive Education principles. The research aimed to understand how happiness is perceived and experienced by students and teachers, considering their personal and social contexts. A qualitative, phenomenological design was employed, involving in-depth interviews with 34 students and 4 teachers. The study utilized a structured protocol based on Martin Seligman's PERMA model (Positive Emotion, Engagement, Positive Relations, Meaning, Accomplishment) to guide the analysis of participants' experiences. The findings reveal that happiness is closely linked to family, friendship, and personal achievements. Students and teachers emphasize the importance of family as the foundation of happiness, while friendship is seen as a space for personal growth and expression. Happiness is also associated with the ability to achieve goals, maintain integrity, and experience pleasure. However, it is recognized that happiness is not solely about pleasure but also about meaning and purpose. The study highlights the importance of constructing a shared narrative about happiness to support the implementation of a Positive Education program in the institution. It suggests that incorporating practices such as gratitude, resilience, and mindfulness can contribute to students' well-being and happiness. The research also identifies differences and similarities in how students and teachers perceive happiness, emphasizing the need for a comprehensive understanding of the concept to guide educational practices. The study contributes to the understanding of happiness in educational contexts and provides a foundation for implementing Positive Education in the Cristóbal Colón College. It underscores the importance of considering the social, emotional, and personal dimensions of happiness in educational settings to promote well-being and holistic development. The findings suggest that fostering a positive environment, encouraging social connections, and supporting personal growth can enhance students' happiness and overall well-being.This study explores the meanings of happiness constructed by fourth-grade students and teachers at the Cristóbal Colón College, sede C, in Bogotá, using a phenomenological approach grounded in Positive Education principles. The research aimed to understand how happiness is perceived and experienced by students and teachers, considering their personal and social contexts. A qualitative, phenomenological design was employed, involving in-depth interviews with 34 students and 4 teachers. The study utilized a structured protocol based on Martin Seligman's PERMA model (Positive Emotion, Engagement, Positive Relations, Meaning, Accomplishment) to guide the analysis of participants' experiences. The findings reveal that happiness is closely linked to family, friendship, and personal achievements. Students and teachers emphasize the importance of family as the foundation of happiness, while friendship is seen as a space for personal growth and expression. Happiness is also associated with the ability to achieve goals, maintain integrity, and experience pleasure. However, it is recognized that happiness is not solely about pleasure but also about meaning and purpose. The study highlights the importance of constructing a shared narrative about happiness to support the implementation of a Positive Education program in the institution. It suggests that incorporating practices such as gratitude, resilience, and mindfulness can contribute to students' well-being and happiness. The research also identifies differences and similarities in how students and teachers perceive happiness, emphasizing the need for a comprehensive understanding of the concept to guide educational practices. The study contributes to the understanding of happiness in educational contexts and provides a foundation for implementing Positive Education in the Cristóbal Colón College. It underscores the importance of considering the social, emotional, and personal dimensions of happiness in educational settings to promote well-being and holistic development. The findings suggest that fostering a positive environment, encouraging social connections, and supporting personal growth can enhance students' happiness and overall well-being.