The course sets out to develop a sustainable relationship with a rural school in Cambodia which houses children impacted by trafficking and poverty. (Due to the COVID-19 pandemic, the course will be repositioned in Hong Kong context and work with ethnic minority students in a primary school.) The focus will be on co-constructing a curriculum on resilience for the children there with the teachers and school volunteers by adopting a ‘train the trainers’ model of development. It is found that teachers’ resilience enhances their job satisfaction and teaching effectiveness, and at the same time, allows teachers to nurture resilience in their own students to cope with the challenges of the 21st century. The current program highlights one of the key approaches that contextualizes the knowledge of teachers’ resilience in working with the vulnerable group and carefully incorporates Kolb’s (2015) learning cycle into the program. Student teachers learn to integrate academic theories and actively experiment through continuous observation, trial-and-error and reflection.