The current study aimed to identify the relationship of academic resilience with the cognitive load of learning among students of Sultan Qaboos University in the Sultanate of Oman. To achieve this goal. the study sought identifying the level of academic resilience. the cognitive load of learning. and the nature of the relationship between academic resilience and the cognitive load of learning. then explaining the differences attributed to the variable of gender in both academic resilience and cognitive load. Thus. the study revealed the contribution of academic resilience's dimensions in predicting the cognitive load of learning. The sample of the study consisted of (240) male and female students from the Faculty of Education at Sultan Qaboos University. This study depended on the descriptive correlative method. To achieve the study's objectives. the researcher used Academic Resilience Scale and Cognitive load Scale. The suitability for the Arab-Omani environment has been verified. The results showed a high level for the study sample in the following aspects: Academic resilience and the cognitive load of learning. The study also showed a significant positive correlation between the overall score of academic resilience and the overall score of the cognitive load of learning. There are also significant differences between males and females in the overall score of academic resilience and (perseverance) dimension in favor of the total female population. The results showed no significant differences between males and females in the dimensions of (emotional response. and academic help-seeking). There are also significant differences between males and females in the overall score of the cognitive load of learning and the dimension of (Intrinsic Cognitive Load) in favor of the total female population while showing no significant differences between males and females in the dimensions of (extraneous cognitive load. germane cognitive load. and academic help-seeking). Moreover. (Perseverance. and academic help-seeking) contribute to predicting the cognitive load of learning.