Assessed hardiness, stress, and burnout among Chinese preservice teachers. Different responses to positively and negatively worded hardiness items suggested positive and negative hardiness stress resilience and stress vulnerability. Stress, positive hardiness, and negative hardiness had main, independent significant impact on emotional exhaustion and depersonalization. Only positive hardiness had significant main effect on personal accomplishment. Respondents indicated an erosion of their original excitement when first pursuing a teaching career. (SM)