In this collective case study, we explore the experiences of first year assistant principals at secondary schools near turnaround status in Colorado. In order to better understand their experiences, we employed resiliency theory. We found that assistant principals' daily experiences were characterized by overwhelming responsibilities and a consistent focus on discipline that detracted from the assistant principals' desire to focus on improving curriculum and instruction. Further, in applying the resiliency framework, two new sources of resilience emerged: motivation and diversity of perspective.