The aim of this study was to evaluate the effectiveness of mindfulness-based cognitive-behavioral therapy in increasing students' resilience. This study was conducted experimentally using a pre-test and post-test design with a control group. The statistical population included 12th grade students in Ardabil city in the academic year 1404-1405. In this study, 30 students with high anxiety levels were purposefully selected and randomly divided into two experimental and control groups. The experimental group underwent mindfulness-based cognitive-behavioral therapy training for 8 90-minute sessions. These sessions included practical and theoretical exercises that helped students learn the necessary skills to manage stress and increase resilience. The main research instrument was the Connor and Davidson Resilience Questionnaire, which was used to measure the students' resilience. The results of the analysis of covariance showed that the mindfulness-based cognitive-behavioral therapy intervention significantly increased resilience in the experimental group compared to the control group (p<0.001). These findings clearly indicate that mindfulness-based cognitive-behavioral therapy can be used as an effective intervention in promoting students' resilience. The results of this study can help teachers, counselors, and psychologists to utilize this treatment method to improve students' mental health and increase their resilience. Also, this study can be used as a model for future research on the impact of treatment methods on students and young people in similar situations. Overall, the results of this study emphasize that the use of mindfulness-based cognitive-behavioral therapy can be considered an effective strategy in reducing anxiety and increasing resilience in students.