The present study investigates how an English as a foreign language (EFL) teacher's mindfulness training transforms her interactions with students, resilience and wellbeing. An EFL teacher who had mindfulness training participated in the study over one term. A narrative inquiry approach was adopted to record the perceived impact of the training on the teacher's resilience, wellbeing, and teacher-student interactions. Semi-structured interviews and a reflective teacher diary were used to record the experiences of the teacher. The storied mindfulness experiences are presented under two themes: student-teacher interactions, and resilience and wellbeing. Analysis of the data revealed that the EFL teacher has experienced positive changes in her teaching, found it easier to cope with the stress-generating sources effectively both in class and out of class, and observed improved student-teacher interactions and less conflict in the classroom. This small-scale study aims to broaden a growing understanding of the potential of mindfulness practice as a training mechanism for in-service teachers. Mindfulness, as a positive psychology strategy can offer tools to support teachers in their demanding profession.