This case study explored how teachers perceive instructional quality, relationships, obstacles to mindfulness, and other personal changes after implementing mindfulness for four weeks. Findings prove consistent with existing educational research showing a perceived change in perceived stress, emotional regulation, interpersonal relationships, awareness of others, and work-life balance with mindfulness practice. Emerging findings include the perception of obstacles to regular mindfulness practice and the power of choice in relationships. Through descriptions of the lived experiences of these participants, often in their voices and exact words, perhaps readers can better understand mindfulness through the eyes of a teacher practicing mindfulness on their own time in the working context of their professional lives. [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/en-US/products/dissertations/individuals.shtml.]