University students can face numerous stressors which can contribute to the development of psychological distress shown to be associated with decreasing completion and retention issues throughout Australian universities (Willcoxson, Cotter, & Joy, 2011). A positive predictor and outcome of successful student coping and adjustment to university and retention outcomes is resilience, the ability to cope in difficult situations and bounce back from adversity. Mindfulness has also been shown to be promote resilience. The present study examined differences in psychological distress, mindfulness, and coping strategies (adaptive vs. maladaptive) in university students (N = 122) with high and low levels of resilience. The results of a one-way MANOVA were consistent with hypotheses, revealing higher resilience scores were associated with greater mindfulness, higher adaptive coping scores, lower maladaptive coping, and reduced psychological distress. Students in the low resilience group were also found to have significantly lower levels of mindfulness, higher levels of psychological distress, reduced use of adaptive coping, and greater use of maladaptive coping, when compared to students with high resilience levels.Overall, findings of the current study are consistent with previous research and highlight the potential benefit of mindfulness-based coping interventions to foster resilience in university students.