This research aimed to assess the relationships among teacher support behavior, self-regulated learning strategies, and EFL learner resilience in Chinese vocational colleges. The study surveyed 400 non-English major students from three vocational colleges in Anhui province using a descriptive correlational method to examine these relationships. The findings revealed that students strongly agreed that their teachers provided support in emotional, academic, and instrumental domains. Moreover, students reported utilizing various self-regulated learning strategies, including goal setting, environment structuring, task strategies, time management, help-seeking, and self-evaluation. Additionally, students demonstrated resilience in ego, metacognitive, and social aspects. Importantly, positive relationships were identified among teacher support behavior, self-regulated learning strategies, and EFL learner resilience.