This study examines Martin’s motivation and engagement framework (2002) on academic resilience and its effects on school enjoyment, class participation, and general self-esteem. There were 487 College students enrolled in General Psychology classes who were asked to answer a 22- item questionnaire based on the specifications of Martin’s model (2002). Path analysis was used to determine how well the model fits the data obtained from the sample. Results indicate that the model is not a good fit for the sample of the study. In the context of the sample at hand, Low Anxiety decreases the Academic Resilience of the learners and Control is not a significant predictor of Academic Resilience. This implies that students tend to be more resilient when they worry more about school and their fear of failure. Moreover, the extent of perceived Control they have over their learning experiences does not signify the level of their resilience when it comes to schoolwork. Consistent with literature, academic resilience predicts the desirable educational outcomes of enjoyment in school, class participation, and general self-esteem.