Children in schools are experiencing high levels of anxiety and stress (Muris et al., 1998), which has a critical impact on a child's ability to learn (Hammond, 2015).According to MindfulSchools.org, there is a clear link between an emotionally positive classroom climate and academic achievement. As a school leader, during an unprecedented time of the COVID-19 global pandemic, I sought to discover how I could support positive change by facilitating teacher growth in a PLC, through cycles of inquiry, to incorporate mindfulness into their classrooms so children could learn techniques to reduce stress and anxiety. In this practitioner research study, I used qualitative research methods to answer the research question: How do I effectively facilitate an inquiry-based PLC to support teachers in implementing mindfulness into their classroom contexts? Over the course of seven weeks, I facilitated an Inquiry-Based Professional Learning Community (PLC)focused on helping teachers run cycles of inquiry around implementing mindfulness techniques in their classroom to reduce student stress with the ultimate goal of improving my ability to facilitate inquiry-based PLCs. Using a research journal, exit tickets, and semi-structured interviews, I explored how I facilitated an inquiry-based PLC around incorporating mindfulness in the classroom. Findings include: (1) If the content is faulty or problematic or unable to be implemented as planned, the resulting student and teacher learning during that inquiry are impacted, (2) the structure that protocols provide were not effective unless there was buy-in and understanding of their purpose, (3) facilitators need to understand the challenges of their participants, and (4) responsive facilitation is an ongoing balance of putting on a little pressure to prioritize the goal, and releasing the pressure when the team felt overwhelmed. These findings support the literature on effectively facilitating PLCs and have implications for school leaders who facilitate professional development. The results of my study may benefit PLC facilitators in supporting positive growth and change and may have insights into facilitating during a crisis, like the COVID-19 global pandemic. [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.]