Teacher resilience has become a prominent attribute for teachers in coping with hardships they face in their professional or personal lives. In a sense, resilience could be a significant protective mechanism that enables teachers to preserve their professional development. Depending on a social-ecological perspective and the relational nature of teacher resilience, the present exploratory qualitative case study aims to explore the resilience levels of EFL (English as a Foreign Language) teachers in the Turkish context. We adopted an episodic narrative interview approach implemented with critical incident analysis to do this. Our purpose in using these qualitative methods was to trace the developmental paths of teachers and significant events that enhance or hinder their resilience levels. This way, tracing the multidimensional aspects of teacher resilience was possible. The participants of the study were five EFL teachers, with varying experience levels, age, and educational backgrounds. The results indicate that teacher resilience is a highly volatile construct impacted by internal and external factors.