This research explored the extent to which resilience contributed to university teachers' technology integration. Data were collected from semi-structured interviews with ten language teachers at the tertiary level, and data analysis was performed following the guidelines provided by constructivist grounded theory (CGT). Overall, the findings provided insights into the necessary conditions for nurturing resilience and encouraging participants to incorporate technology into their teaching practice. In particular, the findings suggested that, for language teachers to become resilient and feel more receptive toward technology integration, a safe working environment should be provided. Additionally, to enhance language teachers’ resilience at the tertiary level, collegial support is important, as becoming resilient is a collective mission that requires teachers to connect with and support one another. Finally, the findings indicated that while burnout may have been perceived as a negative aspect of the language teaching field, it is bound to occur as teachers become more resilient in their profession. This suggests that rather than considering burnout as destructive to resilience, teachers should mentally prepare for it, and more strategies should be provided at the institutional and governmental levels.