This paper describes a qualitative research study that investigated strategies used by urban teachers to build their personal resilience. Sixteen resilient teachers from four urban districts that reported student achievement equal to or higher than the state average on standard tests of reading and mathematics were interviewed. The definition of resilience was "using energy productively to achieve school goals in the face of adverse conditions." A three cycle interview process included pre-interview, interview and review by the respondent for accuracy. Standard qualitative methods were used in the analysis. Results revealed four key findings reported in this paper. Resilient teachers act from a set of values that guides their professional decision-making. They also place a high premium on professional development and find ways, often outside the school district, to get what they need. They provide mentoring to others and stay focused on students and their learning. A teacher candidate who gives evidence of resilience, of taking charge to solve problems and find opportunities may add to the school in important ways that bolster student achievement and school success. Resilient Teacher Interview Protocol is appended.