The purpose of this qualitative case study was to investigate the use of mindfulness strategies by four teachers in four separate public school settings in Oklahoma. Data were collected through interviews of each participant to better understand their experiences with implementing mindfulness strategies in their classroom. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020) organization developed a Social and Emotional Learning framework that was applied in this study to collect and analyze data to discover a deeper understanding of teachers' perceptions of the implementation of mindfulness strategies. Thematic coding was performed to determine trends and allowed for data sets to be collected by sorting them into themes. Themes identified included: students in trauma, student behavior, teacher led strategies, and challenges to the implementation of mindfulness strategies. This study provides researchers and school administrators with an understanding of how the implementation of mindfulness can positively impact students in the public school setting by allowing students an opportunity to acquire the tools necessary to process trauma, as well as, help them deal with stressors. Recommendations for future research include sampling a larger group and using a mindfulness assessment to determine the levels of stress before and after the implementation of mindfulness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]