What role can education play in preparing teachers for public schools during times of adversity and uncertainty? More specifically, how can an Islamic worldview contribute to teacher resilience, and how does it inform a theo-pedagogical content knowledge that supports this process? At the core of theo-pedagogical content knowledge shaped by an Islamic perspective lies a contextualized interpretation of universal values, informed by both theological principles and pedagogical reflections. This understanding transcends a mere interpretation of ancient authoritative texts; it necessitates hermeneutical skills that enable educators to explore Islam in relation to the diverse needs, expectations, and challenges faced by individuals within their authentic contexts. Rather than presenting a fixed and codified body of knowledge, this study introduces a framework that supports teachers in cultivating resilient classrooms by recognizing Islam as both a world religion and a dynamic vision of life. In doing so, it contributes to the Building Resilient Classes Movement (ReClass), which situates theo-pedagogical content knowledge within broader discussions on teacher resilience. The study outlines five key values that structure this approach, presents the reflective model utilized, and discusses the project’s achievements alongside areas for further development.