This study had two research questions: how do special educators describe their experiences implementing mindfulness and their perceptions of its usefulness for students with autism spectrum disorder. Multiple data sources were used, including interviews, document analysis, and analytical memoing. A qualitative multiple-case descriptive case study methodology provided an in-depth look at the special educators' perceptions and experiences. This study provides evidence that mindfulness can be used with students diagnosed with autism spectrum disorder as a tool for maladaptive behaviors, poor social interaction, sensory deficits, and inadequate self-regulation. Braun and Clarke's thematic analysis process was used. Five themes emerged from the analysis, earners of mindfulness, expansion of abilities, start a mindful class, mindfulness landscape, and cultivating the mindful teacher. This study provides positive results with students diagnosed with autism spectrum disorder, varying levels of impairments, and different communication styles. Encouraging outcomes were the teachers' perceptions of mindfulness helping their students decrease anxiety, increase motivation, improve focus, and identifying emotions. An unexpected encouraging finding was the positive approaches the participants gained when personally using mindfulness in the classroom. Future studies should aim to identify specific mindfulness techniques and practices that are most useful for adolescents and children with autism spectrum disorder and other disabilities. [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.]