This study explored the educational journey of a Mexican immigrant teacher from a resiliency perspective by taking a particularized look at how the participant overcame the challenges she faced during recertification processes in the United States. Researchers adopted narrative inquiry methods, collected qualitative data including interviews, field notes, and artifacts, and analyzed the data using content analysis. The immigrant teacher encountered a series of challenges such as language barriers, discrimination, and unfamiliarity with recertification processes. Despite the presence of difficult circumstances, the participant optimized various resources and educational opportunities. The study found that the participant resilience was oriented not only in personal factors but also in external resources. The study also uncovered that ongoing, purposeful, and systematic institutional supports had an impact on the participant resilience. The findings indicate that the success and resiliency of highly motivated Mexican immigrant teachers may not be absorbed solely by the personal level of motivation. Rather, they may continue integrating all personal, external, linguistic, cultural resources and systematic institutional supports to surmount obstacles through ongoing and active interactional processes towards their professional goals. [For the complete proceedings, see ED626149.]