This study investigated how to decrease teacher stress and burnout by a virtual online mindfulness practice intervention with cognitive apprenticeship, self-determination, and self-efficacy theory as the frameworks. My research project examined instruction and training in mindfulness practice as a tool to cultivate stress coping skills in K-12 teachers through a six-week mindfulness virtual online course (MVOC). This study involved five participants and employed an explanatory sequential mixed-methods approach comprised of quantitative data collection with pre- and post-surveys followed by three qualitative interviews over six weeks to facilitate a case study consideration. The results exhibited reduced stress in participants following an increase in awareness from developing a personal mindfulness practice. Furthermore, the MVOC intervention helped the participants build a daily personalized mindfulness practice that improved their stress coping skills and was beneficial in specific ways. Teachers who practice routine mindfulness will cultivate progressively effective stress coping skills and K-12 teachers can enjoy increased job satisfaction and decreased burnout.