In this chapter, we put forward a new concept called “resilience literacy” defined as the capability to comprehend and communicate the dynamic and adaptive processes used to maintain wellbeing despite challenge, pressure, disruption and adversity. Using a single case study design, written and spoken data were collected from multiple groups of current and past students to examine the presence of resilience literacy arising from a whole-school positive education program. A common vocabulary shone through all four student groups with words such as grit, persistence, strengths, mindset, bounce back, bounce forward, Ganbatte, and relationships being consistently used. Synthesizing the words and themes, it can be seen that students had become literate (i.e., knowledgeable) about resilience. They understood that adversity is common and that it runs along a continuum from everyday struggles to major hardship. They knew there were strategies and resources available to help them continue to function in positive ways despite hardship. Students comprehended that adaptation is a dynamic process, which requires persistence, perspective and bravery. Finally, the students accepted that, although adversity is difficult, it can trigger growth and improve positive functioning in the future.