An emphasis on teacher quality in Australia has resulted in many changes in teacher education including a recent emphasis on non-academic capabilities (such as resilience) of prospective teachers. Reporting data obtained through an online survey of 73 teacher educators, this chapter presents their views about pre-service teacher resilience and the role of teacher educators and education programs in promoting resilience for pre-service teachers. Findings illustrate the multiple contexts important in the development of teacher resilience and how resilience can be demonstrated during the pre-service years. Barriers and supports for embedding resilience in teacher education programs are discussed. We argue that in times of uncertainty and complexity in teacher education, resilience is critical for sustained effectiveness and growth.