The role of teacher has become increasingly more stressful (Overman, n.d.) making resilience increasingly more important as it is tied to teacher effectiveness (Beltman et al., 2016; Clotfelter et al., 2010; Gu & Day, 2007), teacher retention (Richards et al., 2016), and the success of our students (Gu & Li, 2013, Rivkin et al., 2005). The purpose of this study is to identify what factors support good teachers to stay in the profession, keep developing professionally, and go above and beyond for their students throughout their careers. This study explores contributing factors, strategies, and resources that enable good teachers to manage the unavoidable uncertainties inherent in the realities of teaching (definition of teacher resilience, Gu & Day, 2013) over time. While defining "good" teachers is subjective, the National Board of Professional Teacher Standards (NBPTS) is a generally accepted measure of accomplished teachers that has been certifying teachers across the country for over 25 years. This dissertation is a mostly qualitative study with some descriptive statistical data used to select a resilient sample. The sample population was derived from the National Board Certified teachers (NBCTs) from Pennsylvania because, by their successful National Board Certification (NBC), they have already demonstrated accomplishment in teaching. Initial data collection involved an emailed survey requesting demographic information and response to the Brief Resilience Scale (BRS) (Smith, Dalen, Wiggins, Tooley, Christopher, & Bernard, 2008). That data helped the researcher to narrow participants to those NBCTs who scored as having resilience while representing a range of years of teaching experience in a variety of certificate areas and student grade levels. The eight participants selected for a multiple case study analysis participated in semi-structured interviews, written responses, and third-person perception interviews to depict their teacher resilience stories and assert common themes. The findings suggest that personal factors contributing to teacher resilience reside in the teacher being a confident, student-centered learner and leader. The greatest contextual factor that supports teacher resilience was the supportive relationships of others, in and out of school; and the strategies that teachers employed to maintain their resilience were learning and balancing time. Not surprisingly, the resources that resilient teachers relied upon were the support of others, and again, time. However, in response to the question of whether teacher resilience changes over time, the results were inconclusive. Based on this research, there are research recommendations for teachers, schools and school leaders, and teacher preparations programs. Furthermore, this dissertation exposed the pivotal role that administrators and time have on the resilience of teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]