Teachers' psychological well-being is linked to their classroom teaching and student development outcomes. Kindergarten teachers are generally subject to psychological stress and burnout, but mindfulness training programs may be a promising way to alleviate these issues. This pilot study used a mixed-methods design to evaluate the feasibility and effectiveness of an adapted mindfulness-based program for kindergarten teachers. The participants in the quantitative component were 70 kindergarten teachers (mindfulness training group = 35, comparison group = 35, M[subscript age] = 30.96) from China. They were rated on the Mindfulness in Teaching Scale; the Depression, Anxiety and Stress Scale; the Maslach Burnout Inventory-General Survey; and the Emotional Intelligence Scale, before and after the mindfulness program. In the qualitative part, semi-structured interviews were conducted with participants (n = 24). Compared with the comparison group, the mindfulness training group showed a significant improvement in emotional intelligence and mindfulness in teaching, and a reduction in burnout and depression. The qualitative findings further supported the effectiveness of mindfulness-based programs to help kindergarten teachers improve their present moment awareness; enhance their emotion regulation; and show more compassion and acceptance. This research provides evidence of the feasibility and effectiveness of mindfulness training to help kindergarten teachers reduce the likelihood of psychological distress and burnout.