The current research aims to investigate whether students' ability to deal with academic problems daily, known as academic buoyancy, can mediate the effect of teacher support in predicting senior high school students’ engagement. The participants of the research consisted of 131 senior high school students. Instruments in the current research included a teacher support questionnaire, an academic buoyancy scale and an engagement questionnaire. Data analysis was conducted using multiple regression tests. Based on the research findings, academic buoyancy mediates the effect of teacher support in predicting senior high school students’ engagement. The implication of this finding is that teachers need to be aware that every student needs the ability to deal with everyday academic problems in school. This ability can be fulfilled by the existence of teacher support, namely autonomy support, structure and involvement. This support will shape students' engagement with learning activities in the classroom.