School is the place in which children spend a majority of their time growing up. From kindergarten through high school, children spend at least 15,000 hours in classrooms, and their experiences have implications not only for their academic success, but also their personal well-being (Eccles & Roeser, 2011). Students encounter cyclical and recurrent stressors just by attending school every day, and some students lack appropriate coping mechanisms to negotiate these stressors (Sotardi, 2016). In the academic environment, practicing mindfulness has the potential to reduce stress and anxiety (Bamber & Schneider, 2016). Mindfulness is a process that leads to a mental state of nonjudgmental awareness of the present moment, including one's sensations, thoughts, bodily states, consciousness, and the environment, while encouraging openness, curiosity, and acceptance (Bishop, Shapiro, Carlson, Anderson, Carmody Segal, Devins, 2004; Siegel, 2010). The two major themes of mindfulness practice involve self-regulation of attention and an orientation toward the present moment (Hofmann, Sawyer, Witt, & Oh, 2010). This study sought to understand the connection between the academic and personal experiences of third graders before, during, and after a five-week mindfulness intervention. The study found that after the intervention, students had an increased fluency and vocabulary when speaking about emotional states and coping skills. Students showed growth in the ability to name emotions and identify emotions they wanted to practice moving toward, and similarly, those they wished to let go of. All of the interviewed students noted that they would participate in mindfulness in the future if given the choice.