This chapter grapples with teaching outside area of qualification and expertise (misfit), a problematic that continues to challenge the teaching profession globally. Existing literature has shown the undermining effect of misfit on teachers’ development of pedagogical content knowledgePedagogical content knowledge (PCK)—a knowhow of teaching theorised as teacherly habitusHabitus. In Bourdieusian terms, teachers who entered the profession with misfit face the challenge of habitusHabitus-fieldField mismatch. While research has called for developing teacher resilienceTeacher resilience to misfit, empirical response to the call has been long overdue. The chapter makes a contribution in this regard. It is situated in the context of the Chinese Teaching and Research SystemTeaching and Research System, a well-established national form of in-service education in China but remains largely unknown to the international community. The chapter explores how the System would promote teacher resilienceTeacher resilience to misfit through building PCK. The samples include 577 and 86 teachers challenged by misfit, with the latter sample demonstrating teacher resilienceTeacher resilience to misfit given their high levels of PCK. Results show that teacher resilienceTeacher resilience to misfit may unfold through the relationship between the effectiveness of teaching and research activities and the development of PCK, and between the effectiveness of, and the participation in, those activities. Educational qualification, years of teaching, professional level, and the school district’s socio-educational (dis)advantage remained statistically insignificant. Results indicated the resilience-generating role of the System in enculturating teachers previously thwarted by misfit into a teacherly habitusHabitus (PCK) required for productive teaching.