The aim of this study was to determine the role of resiliency in coping with stress related to the matriculation examination. Additionally, it was analysed whether the strategies used change as the examination approaches. The study involved 82 secondary school students of the final year at the age of 18-19. The Resiliency Assessment Scale-SPP-25 and the Multidimensional Inventory for Measuring Stress Coping-COPE were applied. The COPE study focused on assessing the strategies used in coping with stress related to the matriculation exam (situational version). It was conducted twice, the second one took place 3 months after the first one (two weeks before the exam). It occurred that resiliency was significantly associated with the strategies of coping with stress in both stages of the study, however it was stronger in the period immediately preceding the final examination. The correlation between resiliency and adaptive strategies, such as active coping with stress and positive reframing were positive, while the correlation between avoidance strategies, such as denial or behavioural disengagement were negative. The study shows that resiliency may significantly increase the effectiveness of coping with examination stress.