The objective of this paper is to evaluate the relationship between prosociality and subjective well-being in pedagogy in physical education students. The sample is of a non-probabilistic type (N = 245, age = 20.76), with participants from two universities located in the Region of La Araucanía, Chile. Based on the existing theory and empirical studies, a conceptual model that suggests a positive feedback between prosociality and subjective wellbeing is proposed. The instrument applied included the adaptation of a prosociality scale for adults. Subjective well-being was measured with the Life Satisfaction Scale (SWLS). The relationship is evaluated by a model of structural equations. The results show a positive relationship between prosociality and satisfaction with life and the proposed model presents good indicators of goodness of fit (CFI = .962, TLI = .957 and RMSEA = .046). The results corroborate what is suggested by the theoretical and empirical background. We conclude there is a need for studies that deepen the relationship between prosociality and wellbeing in contexts of initial training of physical education teachers. We also suggest to investigate the implications of this relationship for health.