The purpose of this mixed methods research study was to quantitatively investigate how a pro-active and integrated counseling intervention affected students’ resiliency scale scores and to qualitatively explore teachers’ experiences and attitudes regarding the implementation and outcomes of this intervention. Adolescence is a tumultuous time in life when several developmental, social, and personal challenges occur. Current research shows that the rate of psychosocial disorders is on the rise and the psychological well-being of today’s youth is entering a state of crisis. Traditionally, approaches to mental health problems have generally been reactive, intervening only after the occurrence of crises. Since most adolescents face similar developmental, social, and personal challenges, it may be beneficial to intervene prior to a crisis rather than afterwards. Building resiliency among adolescents and youth may equip them with the tools they will need to navigate common challenges before or as they occur. This study takes place within the framework of a Response to Intervention (RTI) model of inclusive support services in a grade 5 and 6 elementary school setting. The RTI model was selected because it supports tier one interventions targeted for all students. In addition, the literature on protective and resiliency factors is reviewed. Based on this literature review, cognitive reframing, mindfulness-based meditation, and scaling were selected as counseling strategies for integration into course curricula. Insights into and practical guidelines for the effective integration of counseling strategies within a middle years’ curriculum also are provided. When teachers taught these strategies in their classrooms and provided guidance for practice, adequate supports, and used a combination of spontaneous and planned integrative activities, this was a successful approach in increasing resiliency for the students in this study.