Self-regulation development during early childhood predicts social competence, emotion well-being, academic success, and peer acceptance. Social emotional learning curricula target self-regulation skills as one essential component in social competence. Adults in children’s day to day lives can support or undermine self-regulation development, as they serve as role models, social references, and social scaffolds for children. Adult stress, coping, and confidence can influence children’s self-regulation development. This study examined the use of mindfulness based practices (MBP) in early childhood settings to support self-regulation development. Twelve early childhood educators completed prescreening surveys and participated in semi-structured interviews designed to collect data regarding the purposes, components, and perceived outcomes of using MBP in their classrooms. Data indicated that teachers used MBP in the classroom to build self-regulation via self-awareness and co-regulation. MBP were used to reduce stress in the classroom for both teachers and children. Teachers viewed MBP as useful tools for supporting parents and other adults in the classroom, as well as in development of behavior plans and IEPs and building their own awareness of bias against specific students or behaviors. Data also indicated that MBP supported the self-efficacy of teachers and children. The study includes limitations and implications for practice and future research.