Resilience has been the subject of research around the world for the past few years. The preschool teaching profession is considered increasingly stressful and the question arises how teachers deal with this stress. Four research questions were defined to determine how educators self-assess elements of personal resilience, whether there are statistically significant differences in self-assessment of elements of personal resilience with respect to sociodemographic variables, which factors are most prevalent in the development of resilience and are there any differences in preschool teachers' opinions on the influence of factors on resilience with respect to sociodemographic variables. One hundred and thirty nine preschool teachers from kindergartens Opatija, Matulji, Kastav and More participated in the study. To collect data a questionnaire was drawn up. It consists of three measuring instruments: scale of personal resilience elements of preschool teacher, scale of factors that influence on resilience of preschool teachers and sociodemographic variables. The elements that have proven to be the highest in personal resilience are secure and close relationships with at least one person outside the institution and trust in at least one person within the educational institution. The factors that are most represented in the development of preschool teachers' resilience are expressing their own views and opinions in conversation and cooperation with colleagues and the confidence needed to implement a designed plan for working with children, while the lowest rated factor is the appreciation of the profession by the environment. Sociodemographic variables showed the relationship between the age and length of service of preschool teachers in certain statements, the level of education of undergraduate and graduate university studies as an important predictor in the development of resilience and the possibility of attending the course a factor that enhances individual resilience of teachers.