The concept of child well-being has been receiving growing attention within policy, academic research and literature. However, a precise definition of the concept of 'well-being' is problematic and continues to be debated and discussed within various scientific fields. A number of international studies and models have highlighted selected indicators as being necessary in the measuring of well-being in children, and have served as international definitions and standards for child and family policy development. Yet, these models show differences in the indicators, which they recognize as being significant. In this article, the authors will attempt to reflect upon the following questions: What indicators are the dominant international models of child well-being highlighting as important? What type of theoretical approaches do these models represent? Are there gaps between the indicators presented in these models and those raised as important in theory? The aim is to reflect upon and establish a critical dialogue around what are considered to be the most important indicators for measuring child well-being, and whether these indicators represent a holistic and multidimensional approach to child well-being, as outlined in literature. This will be done through an analysis of what the authors deemed as the dominant international models used to measure and define child well-being; the key indicators recognized through these models as being important; and reflections and discussions against a theoretical backdrop.