Teachers’ Continuous Professional Development (T-CPD) is of utmost importance for language teachers. T-CPD is the stimulation for updating teachers’ subject knowledge and  their teaching skills. Therefore, the predictive power of Psychological Well-being, L2 Teacher Grit, Grit-s, and Perceived Organizational Support (POS) on T-CPD was investigated through the mediating role of Work Motivation. Those who have participated in this study were 189 L2 teachers, who were from Khorasan Razavi Province, Iran. They took part in an online questionnaire. The collected data was analyzed using Path Analysis. Before running path analysis, Confirmatory Factor Analysis (CFA) was run to estimate Cronbach’s Alpha. Based on the CFA, two items (one from L2 Teacher Grit and one from POS) that did not have good loadings were removed from the scales. Then, the authers used path analysis to check the causal relationship among the variables in the proposed model. The fitness indices showed good fitness. Moreover, the more domain-specific L2 Teacher Grit performed better than the Gris-s scale. These insights can inform strategies for enhancing T-CPD and improving the overall quality of education. In addition, the results put light on the design of teacher training programs and organizational policies that aim to improve teacher quality and student outcomes.