The study aimed to describe the lived experiences of mathematics teacher education students in a local college regarding their academic resilience in learning mathematics. This study engaged a mixed-method design, utilizing a parallel convergent approach. The participants of the study were the mathematics teacher education students from all levels. There were 150 students who were randomly selected for quantitative and 14 for the qualitative, 14 for in-depth interview which were purposively selected. Based on the results of the study, the overall level of academic resilience in learning mathematics was determined as very high. The results from the quantitative and qualitative converged when they were being corroborated. The value indicator, rated very high, aligns with the theme of cultivating a positive attitude toward mathematics, emphasizing its importance in achieving academic goals and solving real-life problems. The struggle indicator, rated high, reflects the theme of difficulties with the basics of mathematics, highlighting challenges with analyzing and understanding word problems. Lastly, the growth indicator, rated high, corresponds with the theme of developing intrinsic motivation, underscoring the belief that everyone has the potential to succeed in mathematics. This suggests that schools may implement essential courses that applicable across various subjects. By providing regular study skills workshops, practice tests, and access to tutoring services, students will be better prepared for mathematics assessments, increasing their resiliency.