Providing beginning teachers with skills and strategies needed to help build resilience to classroom stressors and increase social-emotional competence prior to entering the profession may positively impact physiological and psychological well-being, teacher effectiveness, and commitment to teaching. This quasi-experimental pilot study examined the acceptability and effectiveness of Cultivating Awareness and Resilience in Education (CARE), a mindfulness-based professional development (PD) program for teachers. Twenty-two elementary education and special education undergraduate and graduate-level teacher candidates participated in this study. Participants overwhelmingly offered positive support for the PD, noting the importance of integrating this type of program into teacher preparation coursework and field experiences. Daily text surveys indicated teacher candidates experience mild to moderate levels of stress as responsibilities increase, with the majority of stress stemming from their coursework and field placements. Data from participant interviews suggested the CARE PD helped to increase their awareness of emotions and ability to successfully manage feelings of stress through breathing practices (e.g., taking three deep breaths), cultivating positive emotions, and compassion practices. However, results of paired t tests indicated significant changes in unanticipated directions for several outcomes, including depersonalization, emotional exhaustion, conflict with students, and non-reactivity to internal states. Study limitations, directions for future research, and implications for teacher preparation and practice are also discussed. [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.]