This study aimed to investigate the mediating role of career adaptability in the relationship between career development and career calling, and its impact on work-family conflict among teachers in Farsan city The research method was descriptive correlational through Structural Equation Modeling (SEM). The statistical population comprised all 1,340 teachers in Farsan during the 2021-2022 academic years. Following Klein's rule, a sample of 250 individuals was selected via a multi-stage cluster sampling method. Data collection involved the use of several measures; the Career Adaptability Assessment Scale (CAAS), the Calling and Vocation Questionnaire (CVQ), the Career Development Inventory - Short Form (CDI-A-SF), and the Work-Family Conflict Scale (WCFS). Subsequent analysis of the collected data was conducted using Structural Equation Modeling (SEM).The results indicated that the model of work-family conflict, based on career calling and career development with the mediating role of career adaptability, demonstrates a satisfactory fit.Career development factors have a direct relationship with work-family conflict (t = 3.01, β = 0.29, p < 0.01), while career calling factors also have a direct relationship with work-family conflict (t=2.42, β = 0.22, p<0.05). The Bootstrapping test indicated that career calling and career development are indirectly related to work-family conflict through the mediating influence of career adaptability (p < 0.05). These findings suggest that enhancing career development and career calling, coupled with an increase in career adaptability among teachers, could contribute to a reduction in work-family conflicts. Such interventions are recommended for fostering a more harmonious balance between professional and family life among educators.