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While mindfulness is an ancient concept, it has only relatively recently begun to be investigated as a practice in the western world. Mindfulness has shown promise as an intervention to be used for a broad range of ages and presenting concerns. It has very recently begun to be explored as an effective way to enhance the services provided by various caregiver professions. A pilot study found that classroom teachers believed mindfulness to have been helpful in their personal and professional lives. This study explored how mindfulness practitioners related mindfulness to their livelihoods, looking specifically at teachers in PreK-12 classrooms. Participants found mindfulness to be useful in their personal and professional lives, taught mindfulness to their students without being asked, and thought that their own mindfulness practice was helpful to their students even in the absence of directly teaching the practices to them. Recommendations include offering CEU courses on mindfulness to teachers, bringing mindfulness to all school personnel at schools that are in crisis, integrating mindfulness into existing teacher preparation programs, and intentionally incorporating mindful conversation into mindfulness programs for teachers and others. Future in depth qualitative studies of mindfulness for classroom teachers will be useful for further developing ideas about how best to bring mindfulness to this population and what the qualifications should be, if any, for teachers to teach mindfulness to their students and/or other school staff members.