The present study aims to investigate Turkish EFL learners' academic resilience levels. Whether gender can be a factor in the learners' academic resilience was also examined. Additionally, figuring out the correlation between learners' academic resilience and their English language achievement was within the aims of this research. To achieve this, a quantitative correlational research design was adopted, and an academic resilience scale was administered to the prep class students from the English Language Teaching Department and English Language Literature Department at a state university in Türkiye. The findings of the study indicate that the prep class students' academic resilience levels are at a medium level. The sub-categories of the questionnaire have shown that the students are highly perseverant while they are reflective, adaptive help-seeker and they avoid negative effects and emotional responses at a medium level in the face of academic adversity. As for gender factors, it has been posed that male students are less affected by negative events and give responses less emotionally when they face difficulty in the academic context. On the other hand, it has been revealed that a positive but weak correlation exists between the students' levels of academic resilience and academic achievement in English.