This research investigates the experiences of Ontario elementary teachers who participate in mindfulness interventions in their personal life and how they integrate mindfulness in their classrooms. Specifically, this research explores teacher's perceptions of the relationship between mindfulness practices and wellbeing and how the participation in mindfulness interventions translate into teaching practices to support classroom climate and student-teacher relationships for the purpose of increasing awareness of mindfulness interventions supporting teacher wellbeing and burnout. This small-scale qualitative research study was conducted using a phenomenological approach, using face-to-face semi-structured interviews, to explore the experiences of teachers who practice mindfulness in their personal life and gather their beliefs on how mindfulness influences their teaching practice. After a thorough analysis of transcribed and coded data, findings reveal that there is a positive relationship between mindfulness and wellbeing as it relates to personal identifications with the practice and expectations as a teacher. In addition, integrating mindfulness interventions into teaching practices correlates with meaningful student-teacher relationships and a positive classroom climate, which supports thoughtful teaching and learning experiences. While these findings reveal the impactful role mindfulness has in education to support teachers and their practice, future research is required to enforce mainstream professional development opportunities to support teacher's wellbeing in the workplace, in addition to support the effective integration of mindfulness in the classroom to support student wellbeing too.