With rapid expanded higher education, the issue of learning performance has caused public concern. Various significant characteristics of college students’ learning have been found in previous studies, while the knowledge related to time management and academic challenge among resilient students in higher education is still limited. This study aims to determine the student’s time management and academic challenge for resilient students in a specific higher education setting. Given this purpose, we selected 113 students fitted the criteria of resiliency from the 1,191 college students’ data of engagement survey in 2015. In this study, time management refers to 8 different academic activities, while the academic challenge contents learning intention, course participation, quantity of reading, and cognitive engagement. This study employed correlation and multiple regression models to analyze how the different dimensions of learning activities will influence their learning experiences. The correlation analysis reveals that cognitive engagement has shown significant relationship with learning intention (r=.474, p < .001), course participation (r=.269, p<.01), and quantity of reading (r=-.208, p<.05) respectively. The result of regression model reveals cognitive engagement is the key factors which will prompt to enrich resilient students’ leaning experiences. The findings fit the related cognitive engagement theory. The results of this study may enhance the knowledge of resilient students’ engagement in higher education.