Teachers are experiencing high levels of stress resulting in higher attrition rates that are impacting student achievement and placing considerable burdens on schools. The practice of mindfulness in the classroom may be a way to help teachers cope with perceived stress, be aware of mindfulness, and increase self-efficacy. The purpose of this quantitative study was to investigate the effects of teacher participation in a daily audio-guided mindfulness intervention to determine if the practice of mindfulness for nine weeks affects their perceived stress levels, awareness of mindfulness, and self-efficacy. The researcher used pre-survey and post-survey data from the Mindfulness Awareness Attention Scales (MAAS), the Perceived Stress Scales (PSS), and the Teacher Sense of Efficacy Scales Survey (TSES) Short Form and program efficacy data was collected during the intervention. The study consisted of 41 participants. In this study, the researcher found that there was little to no significant change in teachers’ perceived stress levels and awareness of mindfulness. There was a small increase in teachers’ perceived self-efficacy. The research within this study describes mindfulness, the benefits to individuals who practice mindfulness, and the benefits that can be evident in the educational setting with teachers and students. It is evident that there is a place for mindfulness within the schoolhouse, but the path to mindfulness may require consistency over long periods of time, and time is not always a luxury schools can spare. For the program to succeed and see lasting impacts on teachers’ perceived stress, awareness of mindfulness, and increase in self-efficacy, it may take consistency over time, and teachers’ acceptance of mindfulness.