Dealing with excessive workload and managing student misbehaviours are common stressors associated with teaching. Resilience has been found to be positively associated with teacher mental well-being and work performance. Previous research proposed that a range of cognitive-affective factors could be associated with resilience. However, resilience factors are dependent on context and time, and it remains unclear which factors promote teacher resilience over time. This study explored which cognitive-affective factors (i.e., positive interpretation bias, positive reappraisal, cognitive control, cognitive flexibility, positive affect, anticipatory pleasure, responses to positive affect, and positive meaning finding) are related to resilience among trainee teachers cross-sectionally and longitudinally across a one-year teacher training. Trainee teachers (N = 148) completed a task and a battery of questionnaires online at the start of teacher training (baseline). Resilience and stress were assessed during 8-month (final placement) and 13-month follow-ups (at the start of newly qualified teacher year). Results suggest that a range of cognitive-affective factors was significantly associated with trainee teachers' resilience cross-sectionally and predicted resilience up to 8 months later. Although cognitive-affective factors contributed 36-53% of the total variance in trainee teachers' resilience across teacher training, different factors inconsistently mapped onto resilience across time. This study provides implications for understanding which factors could be intervention targets to promote resilience in early-career teachers.