This paper begins by presenting a case study of a ten-year-old special education student to demonstrate protective factors that help develop resiliency in children with disabilities. The definition of resiliency is then discussed, and risk factors that affect children with special needs are identified, including family problems associated with drug addiction, poverty, abuse, neglect, negative school climate, community disorganization, and lack of access to basic human needs. Three protective factors that surface from resiliency studies are discussed and include caring and support, opportunities for participation, and a vision for the future. Characteristics of successful schools are identified, which include academic emphasis, teachers' clear expectations and regulations, a high level of student participation, and many varied, alternative resources such as libraries, vocational work opportunities, art, music, and extra curricula activities. The following teacher strategies for fostering resilience in special education students are provided: (1) keeping elementary special education students with one special education teacher while the student attends the school; (2) providing care and support, compassion, a listening voice, and basic trust; and (3) providing high/positive expectations, realistic challenges, firm guidance and respect, and recognition of and building on strengths. (CR)