Teachers in remote and disadvantaged regions often face unique challenges that are different from those in urban and well-resourced contexts, which may exacerbate their stress levels and contribute to burnout experience. In the context of limited organizational resources, teachers’ personal resources play a vital role in navigating a demanding working environment. To better understand how the coping mechanism of burnout operates within teachers in disadvantaged areas, this qualitative case study explores the personal resources that teachers demonstrate to cope with potential burnout. Reflective thematic analysis of focus group interviews with teachers in the mountainous regions of Vietnam generated three key insights: a passion-driven commitment to the teaching profession, an optimistic growth-focused perspective on challenges, and a proactive adaptability for professional growth. The study sheds light on what, and how, personal resources help teachers survive and thrive in resource-limited remote regions and provides insights for school leaders and policymakers in promoting teachers’ professional development and reducing their turnover intention.