The purpose of the study was to determine the mediating effect of academic stress on the relationship between students’ mathematical resilience and problem-solving skills among mathematics major students. The study was quantitative non-experimental research that utilized descriptive-correlational, and mediation analyses. Using stratified random sampling specifically proportional allocation for the sampling techniques and Slovin’s formula with 0.05 margin of error for the sample size, a sample of 150 randomly selected mathematics education students answered the surveys on the three variables. Findings revealed high levels of mathematical resilience and academic stress, while problem-solving skills were moderately rated. Significant positive relationships were observed between mathematical resilience, problem-solving skills and academic stress, as well as between academic stress and problem-solving skills. Moreover, academic stress was identified as a partial mediator in the relationship between mathematical resilience and problem-solving skills. This stressed the need for educators to consider factors beyond mathematical resilience when addressing students' problem-solving skills, emphasizing the importance of understanding and mitigating academic stressors such as performance pressure, workload perception, academic self-perception, and time constraints to foster a more comprehensive approach to skill development in mathematics majors.