This article introduces and recommends mindfulness as a significant resource for earliest childhood practice, especially for parents and providers. Mindfulness is defined as it is coming to be understood and used by increasing numbers of people and systems in North America. The article also addresses how mindfulness is sometimes expressed and experienced differently within different cultural, religious, and racial contexts, with the specific example of Black church spiritual moments and during interventions with people of color. This essay includes case vignettes as well as selected highlights of the authors' own journeys.