Background: Self-regulation is identified in the literature as an early predictor of later in life success and an important skill that develops over the course of a lifetime but begins in early childhood. Objective: The purpose of this research study was to assess whether direct instruction of Mindfulness Practices, such as guided meditation and yoga poses, can increase self-regulatory behaviors, such as impulse control, emotion regulation, and problem-solving in pre-kindergarten and kindergarten aged children. Methods: A single-case research study was designed to determine the effects of Mindfulness Practices on self-regulatory behaviors in young children. Participating students were chosen based on teacher nomination of who displayed a lack of self-regulatory behaviors. A multiple baseline design was utilized to collect data for 10-minute intervals daily over a six to nine-week span using a video camera. Each child's self-regulatory behaviors were then scored using a modified version of the Regulation-Related Skills Measure (RRSM). Results: All three targeted children displayed increases in self-regulatory behaviors after the Mindfulness Practices were introduced. All three student participants displayed an increase in self-regulatory behaviors after Mindfulness Practices were introduced. Conclusion: Mindfulness Practices positively impacts students' self-regulatory behaviors; however, results were inconclusive whether teacher fidelity during implementation could be established or not.