The purpose of this study was to improve the classroom environment for teachers by providing them with a mindfulness-based intervention. This experimental study evaluated the outcomes of an eight-week stress and mindfulness prevention intervention (SPAM) created specifically for teachers. The current study measured the following variables: mindfulness, stress, self-efficacy, job satisfaction, and well-being. This study used a four-way ANOVA (2 X 3 X 2 X 5) with two between subjects’ factors, groups and levels, and two within subjects/repeated measures factors, pre-test-posttest and scales. There were 14 teacher participants in the experimental group and 19 teacher participants in the control group. Although the study did not show any significant effects for mindfulness, stress, self-efficacy, and well-being for either group, teacher participants in the control group demonstrated significantly lower levels of job satisfaction compared to the experimental group from pre-post outcomes. Future directions related to mindfulness-based interventions are discussed and recommendations for researchers, educators, and education administrators are provided
