Research suggests that explicitly guiding students to observe and practice being mindful of themselves and their actions in the classroom can improve students' abilities to self-regulate and feel empathy towards others. This qualitative study seeks to further explore such questions of how we, as early elementary educators, can best teach our students to be mindful of others through understanding kindness and what it looks like to choose to be kind. Participants were 17 6-7 year old students in a single first-grade class in a K-5 elementary school. These participants completed an eight-week Kindness Curriculum (KC) which focused on observing acts of kindness in children's literature, reflecting on these observations, mindful goal setting and self reflection, and the completion of a class act of kindness toward the school. During the KC, participants wrote twice weekly in their Kindness Notebooks (KNBs) - first to record their observations from the children's literature and their personal goals for the week and second to reflect on their goals from the week. Coding and analyses of participants' KNBs found that participants' kindness demeanors increased over the course of the KC, as the frequency of the specificity of their illustrations and written responses surrounding the concept of kindness increased. Similar coding and analyses of the researcher's observational field notes corroborated this finding, in addition to highlighting critical moments and moments of student agency that defined the growth in kindness demeanors that participants were experiencing over the course of the KC.