Utilising narrative inquiry in a teacher preparation programme, the author examined ways that rural preservice teachers explored their resilience through writing stories of overcoming obstacles. The presented research investigated links among resilience, purpose, and advocacy for social justice. Data for this study (16 female, rural students) were collected, analysed, and interpreted through Social Emotional Learning and cultural lenses. Results demonstrate that participants recognised both internal and external supports needed to navigate obstacles. The external resources of extended families and religion helped students to mediate trauma. The internal resources of affirming experiences heightened self-insight and generated new outcomes helped students mediate identity confusion. These resources were needed for agency, which enabled students to challenge power inequities in relationships and expand identities of well-being. Sharing stories of resilience may decrease stigma, increase community resources, and be a vital source of sustaining educators' mental health.