The continuous change characterizing 21st century society has significant implications for higher education. Educators and business leaders increasingly recognize that education within and preparation for a context of change requires learning environments fostering openness, flexibility, and engagement with other ideas and people. Such environments promote learning and leadership that transcend immediate context, serving students and society well across time and change. However, many college environments, and thus graduates, do not reflect these characteristics. This investigation proposed that a mindful strengths development intervention would foster an environment conducive to the development of critical learning and democratic outcomes. It utilized a quasi-experimental, pretest-posttest, non-randomized control group design to determine if the intervention would significantly affect engaged learning and socially responsible leadership (SRL) values (DVs). Leadership efficacy's role as mediating variable was also examined. Participants included 45 undergraduate students enrolled in 4 leadership courses at a single institution. Students enrolled in 2 treatment condition courses (N = 23) received 10 in-class hours of a mindful strengths development curriculum over a 4 week period, while students in 2 control condition courses (N = 22) received a 4-week, 10-hour, in-class traditional leadership curriculum. A paired sample t-test assessing mindfulness scores before and after the treatment group's intervention indicated no significant increases in mindfulness, failing to confirm treatment fidelity. However, due to small sample size, effect sizes were calculated and demonstrated that the intervention accounted for 8.9% of posttest mindfulness score differences. Effect size analyses of posttest scores also revealed that the treatment condition explained 10.3% of the variance in consciousness of self and 5.9% of the variance in controversy with civility, but only trivial amounts of variance in other SRL values and none of the variance in engaged learning. These findings were relatively small, perhaps due to limited strength of the mindfulness portion of the intervention. Incorporating the components of a mindful disposition may strengthen future interventions and generate more substantial results. Leadership efficacy emerged as a significant mediating variable contributing to SRL values, explaining 13% to 33% of the variance in overall SRL and the purpose and controversy with civility subscales. [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.]