This research investigates the link between mathematical thinking and resilience in 62 preservice primary school teachers, specifically focusing on lessons using the ethnomathematics method. Mathematical thinking, crucial for effective teaching, is a cognitive process that depends on overcoming challenges, which is closely connected to resilience. By incorporating ethnomathematics, which integrates mathematics into cultural practices and real-world situations, the study examines how this approach impacts the development of mathematical thinking and resilience. Participants were evaluated on their resilience and mathematical thinking during ethnomathematical lessons. The findings revealed a significant positive correlation (r = 0.54, p < 0.01) between resilience and mathematical thinking, indicating that the ethnomathematical approach may improve cognitive and emotional skills. These results highlight the importance of including culturally relevant pedagogies like ethnomathematics in teacher education programs to better equip future educators for diverse classroom settings.