Defined as nonjudgmentally paying attention to the present moment (Kabat-Zinn, 1994), modern-day mindfulness has gained considerable attention in various science fields. However, despite this growth, many uses of mindfulness remain unexplored. In this paper, we focus on the application of mindfulness programs in educational settings, specifically to target math and science anxiety. Since education-related anxiety can have negative consequences on students and interfere with academic performance, researchers have begun exploring the plausibility and efficacy of implementing mindfulness programs into school curriculums to alleviate these anxious feelings. This may be particularly beneficial to math and science, as those are two fields infamously associated with anxiety yet ones that desperately need occupational growth. This paper explores the limited research connecting mindfulness to reduced test anxiety and emphasizes the need for more research directly assessing the effects of mindfulness on math and science in particular.