This article considers school engagement from a resilience perspective. Despite a 40-year research legacy, only recently have practitioners/researchers engaged in the explicit, prospective facilitation of resilience in school settings. Derived from the book Resilience Education (Brown, D'Emidio-Caston, & Benard, 2000), based on supporting theory and evidence, a process-based model is advanced. As an ever-present part of school participant interaction, Resilience Education (ReSed) is conducted by balancing a global youth development orientation with the specificity of supporting protective factor development. Preliminary evidence suggests high satisfaction and internalization of the model by workshop participants. Discussion focuses on the potentially unique contribution ReSed offers, as well as some pragmatic ways to begin applying it in any school practice. While more research is needed, it is concluded that ReSed offers a promising model of how "resilience" occurs, not solely as an outcome, but as a moment-to-moment learning and development process. (Contains 1 table.)