Introduction Teaching music in a school setting is a complex endeavour, with many varied responsibilities, expectations, and stakeholders. At the elementary level, and in smaller middle and high schools, there is often a single music specialist in a given school, teaching a wide range of ages and skill sets, sometimes large class sizes, and often without support systems (Allsup, 2005; Hanson, 2021; Heston, 1996; Jorgensen, 2010; Scheib, 2004). Occupational factors such as lack of support, time required to teach, evening events and performances, isolation, and lack of recognition are important contextual elements that need further exploration with regard to teacher wellness (Hancock, 2008; Russell, 2008). Research on string teacher wellness is sparse - as such, examining occupational demands and stress factors may help us to better understand how to create environments that foster their wellbeing. One construct that has been linked with wellness in other fields is resilience. While not fully explored in music education, resilience studies in other fields have moved beyond risk factors to identifying individual strengths which promote resilience (Richardson, 2002). PurposeThe purpose of this study was to examine the resiliency of string teachers in public schools and possible systemic challenges that they may experience.Theoretical Lens We will examine our data through the lens of resilience theory, with a particular focus on the work of Connor and Davidson (2003), who viewed resilience as an ability to adapt and deal with changes in life, including strong self-belief and tenacity, and ability to reach goals and bounce back after periods of difficulty. Method One hundred and twenty-three Public school (K-12) string teachers students in the United States completed an online survey comprising the Conor-Davidson Resilience Scale, demographic information about their background, experience, and current teaching context, and questions (likert-type and open-ended) pertaining to feelings and experiences related to their job and support systems. Findings and ImplicationsFindings indicate strong negative correlations between feelings of isolation and lack of respect within the school community, and various aspects of wellbeing, including mental and physical exhaustion. There were relatively low but significant correlations between aspects of resilience and colleague and parent support; school respect, valuing music, and connection; and desire to change profession. Sixty-five percent of participants indicated that they had considered changing professions due to occupational challenges, and 71% reported burnout. These findings highlight the need to develop professional practices that create inclusion and value for string teachers in school-based education systems.