Background: Mindfulness-informed interventions are increasingly being offered to individuals with learning disabilities. The current paper aims to reflect on the provision and effectiveness of a group intervention incorporating mindfulness-informed techniques and relaxation strategies. Method: Nine group attendees with mild learning disabilities were invited to attend the 8-week group intervention, incorporating mindfulness-informed techniques and relaxation strategies. The Glasgow Anxiety Scale for Intellectual Disabilities (GAS-ID) and the Cognitive and Affective Mindfulness Scale--Revised (CAMS-R) were used as a pre- and post-measure, to evaluate the effectiveness of the group intervention. Results: The mean scores from the above measures revealed a decrease in anxiety symptoms and an increase in mindful qualities. Qualitative data gathered post-intervention, illustrated reductions in challenging behaviour, greater use of the techniques learned and social benefits of participating in the group. A need for a training session for carers and family members was recommended as beneficial to support and assist the individuals to consolidate the techniques learned. Conclusions: Mindfulness-informed techniques and relaxation strategies are useful tools that can be adapted for individuals with learning disabilities to yield positive outcomes. However, further research to contribute to this evidence base is required. Recommendations for future practice are also identified.