Literature from multiple countries supported that subjective wellbeing (SWB) is associated with teachers’ work effectiveness, students' academic achievement and mental health. But little was known about the cross-level associations between the school-specific SWB of teachers and their students, especially in collectivist cultures. This international collaborative study examined the multilevel associations between teachers' SWB (TSWB) and students' SWB (SSWB) via holistic and dimensional approaches. In a stratified random sample from a Chinese public secondary school (nstudents= 1,181, nteacher = 44), we surveyed teachers' SWB and then students' SWB, life satisfaction, self-efficacy, and sense of belonging to the school. Random-intercept-only multilevel models (MLMs) were fitted to delineate the cross-level relationships between TSWB (level-2 focal predictor) and SSWB (level-1 outcomes; overall SWB and specific dimensions) controlling for students' general wellbeing and demographics at both levels (e.g., student gender, teachers' work experience). Significant within-class similarities surfaced in the overall and four dimensions of SSWB (i.e., clustering effect). At class level, teachers' SWB, gender, age, and students' collective efficacy were associated with students' SWB (overall and dimensions). At individual level, students' SWB (overall and dimensions) was associated with individual perception of life satisfaction, school connectedness, and self-efficacy, but not with student demographics (e.g., only child status). The findings can inform leaders and practitioners on promoting an accepting school climate for the whole school wellbeing. Limitations and implications for research and practice were discussed.