Teacher education is a crucial arena for the transition towards more sustainable futures. Ensuring that children can build resilience supported by resilient teachers to handle the current sustainability challenges and participate as active changemakers is a priority, as children are among those most negatively affected by the situation. This, in turn, requires that resilient teachers have the capacity to conduct transformative sustainability education. In this chapter, our aim is to explore the nexus of resilience, connectedness to nature, and capacity to conduct sustainability education among teachers and student teachers within the Finnish ECEC teacher education context. We view resilience as a dynamic, contextual, and relational capacity that includes physical, psychological, and social dimensions. Further, building on empirical research materials, we point to the necessity of supporting teacher resilience both in pre-and in-service professional development courses. In this, we specifically address the role of nature connectedness. We argue that priorities in teacher education must be rethought with respect to the urgent need for change towards sustainability and that resilience should be at the core.