In the past two decades, teacher stress and burnout have been topics of major concern in Hong Kong. The rapidity of changes to education policy, the diversity of education and curriculum reforms, heavy teacher workloads, and student misbehaviour have induced teacher stress and burnout, high-lighting the importance of teacher resilience, particularly in Social Development Schools. Local studies conducted to understand the features of and remedies to these phenomena have suggested important interrelationships between teacher stress, burnout and resilience, but the dimensions of those interrelationships have called for more systematic and probing study, particularly to identify the ways in which teacher stress and burnout may be managed to enhance teacher resilience. This study thus aimed (1) to examine the stress and burnout conditions and their relationships with the resilience of teachers in Hong Kong Social Development Schools, (2) to understand how those teachers became resilient while teaching in the challenging school environment, and (3) to develop recommendations on how resilience among such teachers might be enhanced through the alleviation of stress and burnout. The study involved two research approaches: survey questionnaires and semi-structured interviews. The whole population of Social Development School teachers were invited to complete questionnaire to measure their stress, burnout, resilience, and associated factors. Analysis of the questionnaire used descriptive statistics and correlations to ascertain the relationships among stress, burnout, and resilience. For the semi-structured interviews, 11 resilient teachers identified through the preceding survey were selected and volunteered to participate in individual, audio-recorded, interviews to share their resilience experiences. Transcriptions of the interview recordings were analysed to identify the significant dimensions of resilience, which were then used as the basis of the recommendations developed from the research project. The questionnaire findings suggested that stress, burnout, and resilience were highly correlated. From the interview data, a wide variety of dimensions that might be managed to reduce burnout by building resilience and alleviating stress were identified. It is suggested that the findings of the study might be used to contribute to the building of teacher resilience in initial teacher education and professional development programs for in-service teachers in Hong Kong. The findings also point to the possibility of similar relationships between burnout, resilience, and stress in other educational jurisdictions.