There is a growing number of studies which delved into the relationship of Adversity Quotient (AQ) and academic performance of students. To add to the growing body of literature on this field, this study aims to determine Early Childhood Education pre-service teachers' AQ and its relation to their academic performance. One hundred twenty-five (125) second- and third-year BECEd students participated in the study. Descriptive correlationalsurvey design was implemented. The revised Adversity Response Profile (ARP) was utilized to gather data. Mean and Standard Deviation were used to determine the AQ and academic performance of students, Pearson productmoment correlation was used to determine the relationship between AQ and students' academic performance, and content analysis were used to analyze students' answer to the open-ended question. The findings show that BECEd pre-service teachers obtained an average score of 135 (SD = 14.4) which is interpreted as Moderate AQ. In terms of their academic performance, students obtained a grade point average of 1.5 (SD = 0.190) which is interpreted as Very Good. In addition, the result of the study reveals that there is no significant relationship between participants' AQ and academic performance, r (123) = -0.02, p = 0.831. Further, there is no significant relationship in any of the four dimensions (control, ownership, reach, endurance) of AQ and their academic performance. Since the study reveals that the pre-service teachers have moderate AQ in which the majority of individuals fall on this range, it is recommended that a student-development program be created and implemented to strengthen BECEd students' AQ.