Aim: This study aimed to investigate the mediating role of career resources in the relationship between personality Components (core-self-evaluation, cognitive flexibility, neuroticism, extraversion, openness to experience, agreeableness, conscientiousness) and students' employability within the framework of the university-to-work transition adaptation model. Method: The research was descriptive-correlational, and data were analyzed using structural equation modeling. The statistical population consisted of undergraduate students (4th semester onward) at the University of Isfahan, with 628 students selected through stratified sampling. The instruments included the Career Resources Questionnaire by Hirschi et al (2018), the NEO by McCrae and Costa (2004), the Core Self-Evaluations Scale by Judge and Durham (2003), the Career Adapt-Abilities Scale by Savickas and Porfeli (2012), the Employability Scale by Pool et al. (2014), the Cognitive Flexibility Inventory by Dennis et al. (2010), and the Student Career Construction Inventory by Savickas et al (2018). Findings: The results indicated that career resources and students' career construction fully mediated the relationship between core self-evaluation, cognitive flexibility, neuroticism, extraversion, openness to experience, and agreeableness with employability, and partially mediated the relationship between conscientiousness and employability. Additionally, students' career construction partially mediated the relationship between career resources and employability. However, the relationship between career adaptability and employability was not significant in the presence of other mediators. Conclusion: This study highlights the pivotal role of career resources in the adaptation model and in linking personality Components with employability during the university-to-work transition. Targeted enhancement of these resources not only transforms students' career adaptation but also significantly impacts their employability.