The aim of this study is to analyse resilience displayed by young children in dyadic task performance situations. Data were collected by videotaping children (aged six to seven years; N?=?40) during a geometrical task performance. Results describe ways in which children confronted the challenges during task performance, and the order in which the situations often occurred. Additionally, the results show that resilience in learning situations and in peer interaction is based in many respects on supportive relationships with adults and peers and on the children's own abilities to efficiently solve problems.