Mindfulness is ongoing scrutiny of existing expectations, continuous refinement of those expectations based on new experiences, appreciation of the subtleties of context, and identification of novel aspects of context that can improve foresight and functioning. This concept of mindfulness has been studied in the domain of business and in relation to what is called High Reliability Organizations. There has not been a great deal of exploration of this concept as it relates to schools, more specifically, elementary schools. This study was an examination of the concept of mindfulness in relation to elementary schools as a tool in the service of improving teaching and learning. Eleven elementary schools in Suffolk County, New York, agreed to be part of this study. The relationship between teacher mindfulness and principal mindfulness was examined using the Mindfulness Scales. Descriptive statistics analysis was used to get a clearer picture of the relationships that exists between the variables and to examine the perceptions of the teachers and principals. Major implications of this study focused on the need to make school leaders more aware of the power and responsibility that they have to impact change within schools. It was further discussed that there is a need to support mindful educational environments by providing opportunities for teachers to share concerns and issues occurring in their buildings. Additional implications of theory and practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]