Mindfulness in teacher education, and especially early childhood special education, offers new teachers self-help methodologies that can relieve their personal stress while passing along these same strategies to the special education students in their classrooms. This study explores a constructivist approach to learning mindfulness in teacher candidates' first graduate early childhood special education class and asks these pre-service teachers to infuse mindfulness and mindfulness-based stress reduction techniques (MBSR) into their own classrooms.