This research study explores the implementation of mindfulness as a whole-school community intervention in a large, co-educational, Irish primary school. Conducted over two years and using evidence-based programmes developed for mainstream use with children, 8 or 10-week secular mindfulness programmes were delivered in every classroom, to 540 children, as part of the school’s Social Personal and Health Education (SPHE) curriculum. To foster a community approach, mindfulness programmes for adults were delivered to a sample of parents and school staff, outside of school hours. Research design employed a qualitative-dominant, exploratory, multiphase, mixed methods, case study approach. Qualitative data were collected through children’s worksheets and drawings; recorded group exit discussions; written exit interviews; researcher’s field notes and analysed according to Braun & Clark (2022) framework for thematic analysis. Quantitative data were obtained from children in 3rd to 6th classes through the Child and Adolescent Mindfulness Measure (CAMM; Greco et al., 2011) and statistically analysed. Findings from qualitative data demonstrated children’s foundational understanding of mindfulness; their ability to translate understanding into practice; the role of mindfulness as a mechanism for self-regulation; the development of respectful communication and the degree to which children enjoyed mindfulness, linked to their intentions to engage with practice following course completion. Key discussion on the broader implications of a whole-school mindfulness programme includes its influence on children’s emotional resilience and the essential role of foundational understanding towards meaningful practice beyond the classroom. The impact of a whole-school community approach to mindfulness is discussed with an emphasis on the inclusion of all stakeholders, the need for comprehensive teacher education and structured implementation frameworks. Methodological considerations including the generalisability of findings and the reliability of children self-reporting are also discussed. Recommendations emphasise the need for further qualitative research particularly in relation to whole-school implementation of mindfulness