The need for qualified school-based agricultural education (SBAE) teachers is often discussed in terms of teacher recruitment; however, retaining those teachers is also necessary to ensure the stability and longevity of SBAE programming. Through the lens of teacher resilience, this qualitative study sought to answer the question: What individual and social-ecological characteristics of Tennessee career agriculture teachers contributed to their resiliency and longevity in the profession? In response, we conducted a phenomenological study of Tennessee agriculture teachers with 15 or more years in the profession. After coding data from 15 interviews, six themes emerged: (1) Passion, (2) Support, (3) Adaptability, (4) Positivity, (5) Boundary Setting and Time Management, and (6) Autonomy. We concluded that multiple personal and social-ecological characteristics influenced the teachers in this study to remain in the profession. Our findings aligned with similar research on teacher resilience, demonstrating that a combination of personal development and support systems can enhance resilience. Based on these findings, we recommend preservice training and professional development related to growth mindsets and normalizing work-life balance among SBAE teachers. Because the participants emphasized the importance of both support and autonomy, we also recommend researchers investigate the roles of support organizations in SBAE retention. Additionally, we recommend training for SBAE stakeholders to learn more about how to best support teachers and the programs they manage.