It comes as no surprise that college students are experiencing heightened levels of stress and anxiety. Liu, Stevens, Wong, Yasui, and Chen's (2019) research "point to an urgent need for service utilization strategies, especially among racial/ethnic, sexual, or gender minorities. Campuses must consider student experiences to mitigate stress during this developmental period. Many campus leaders are seeking to implement specific ways to heighten students' sense of belonging and safety as well as reduce their stress and anxiety in and out of the classroom. Recent research from a number of scholars such as Kang et al. (2018), Magyari (2016), Treleaven (2018), and Rothschild (2017) illustrate that mindful compassion practices show promising effects in alleviating stress and anxiety; however, they can also potentially have negative impact on mental health and well-being when implemented without a heightened awareness of well-researched trauma-informed practices. This article provides a few trauma-informed mindful compassion practices that campus leaders may consider implementing in their in-and-out-of classroom learning and development opportunities.