Mindfulness awareness practices are a way of life, in eastern cultures of India, Japan, and neighboring countries, who have practiced mindfulness for centuries as meditation or yoga. Steadily increasing student diversity created the need for educators to learn culturally relevant teaching practices based on individual students' cultural values to promote comprehension and reduce stress. The benefits of practicing mindfulness are evident in the stress reduction and low anxiety levels in teachers and students who suffer from chronic anxiety and stress. The purpose of this study was to examine whether teachers trained in mindfulness and self-regulation in the classroom were more mindful, as measured by the Mindfulness Attention and Awareness Scale (MAAS) compared to teachers without mindfulness training. Albert Bandura's social cognitive theory of self-regulation served as the framework. Forty teachers from schools with mindfulness programs and 32 without programs completed the MAAS for a total sample size of 72. No statistically significant difference in mean MAAS scores was found, and there were no differences among races. It is recommended that mindfulness training become part of the daily habits for teachers and students and that the study be replicated with a larger sample size. [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.]