Objective: To assess the academic resilience of Doctor of Pharmacy students returning to in-person classes post-COVID for their first professional year of study. Methods: The validated Academic Pharmacy Resilience Scale (APRS-16) was sent electronically to all first professional year Doctor of Pharmacy students who had completed most of their previous coursework via remote learning modalities during the COVID-19 pandemic (n=217). Participation was voluntary and anonymous, with implied informed consent obtained from students. Campus dining credit was provided to all students who completed the APRS-16. The University Institutional Review Board reviewed and granted an exemption for this study. Results: A total of 158 of 217 students (73%) completed the APRS-16 survey. Findings revealed that upon facing a challenging academic situation, the majority of students felt likely or somewhat likely to: (1) begin doubting their chances to succeed academically; (2) be disappointed and probably get depressed; (3) think that everything was ruined or going wrong; (4) be concerned about their chances of getting the job or residency they wanted; (5) try to think of new solutions; (6) use past successes to help motivate themselves; (7) set goals for achievement; (8) seek encouragement from family and friends; (9) try to think about their strengths and weaknesses to help them; and (10) see the situation as temporary. Recommendations: Findings support the continued availability, and potential expansion of, support services for students. The consequences of social isolation and remote learning environments continue to affect students' mental health and academic resilience; however, the extent of these consequences vary and the majority of students in this study had positive outlooks when facing adversity. Institutions of higher education should be aware of these challenges and provide resources necessary to promote student wellbeing and academic achievement.