The growth of mindfulness is a global trend; however, the implementation of mindfulness practices in early childhood is a nascent phenomenon. There is a scarcity of research conducted for the purpose of understanding the implementation of mindfulness in early childhood. This study is, therefore, concerned with the functionality of mindfulness in early childhood within clinical and educational contexts. Using a qualitative design, 24 children aged four to five participated in focus groups, and eight primary school teachers and six clinicians participated in semi-structured interviews. Data were analyzed using inductive thematic analysis. Five diverse uses and functions of mindfulness were identified: social and emotional skills development, behavioral and emotional regulation, the recognition and awareness of emotional health and well-being, the promotion of resilience, and contributing to long-term outcomes for children. These findings contribute toward the interdisciplinary knowledge and research base for child well-being practices and the diversity in the use and functionality of mindfulness.