The purpose of the present study was to examine the associations among teacher support, academic self-efficacy, and academic motivational resilience. Two hundred and four preservice teachers anonymously completed an online survey which included demographic information, academic motivational resilience, teacher support, and academic self-efficacy. Three separate structural equation models were tested. In each model, one of the teacher support aspects (i.e., instrumental aid, assurance of self-worth, and seek secure base) was included as a predictor variable. All models were the same in that the three dimensions of academic motivational resilience (i.e., perseverance, adaptive reflection, and negative affect/emotional response) were included as outcome variables and academic self-efficacy as a mediator. Findings were (1) The effect of teachers' instrumental aid on perseverance was partially mediated by academic self-efficacy while the effect of instrumental aid on both adaptive reflection and negative affect/emotional response were fully mediated by academic self-efficacy; (2) The effect of teachers' assurance of self-worth on perseverance was partially mediated by academic self-efficacy while the effect of assurance of self-worth on both adaptive reflection and negative affect/emotional response were fully mediated by academic self-efficacy; and (3) Academic self-efficacy fully mediated the effect of teachers' provision of secure base on all three factors of academic motivational resilience. Implications for research and practice were discussed.