The purpose of this qualitative descriptive study was to understand how teachers describe the potential influence of their practice of mindfulness on burnout and turnover intentions when working with trauma-impacted students in youth residential treatment schools (RTSs) in central North Dakota. The theoretical foundation comprised constructivist self-development theory (CSDT) and a prosocial classroom model. CSDT was advantageous when addressing the influence trauma-impacted students have on teachers. The prosocial model provided understanding how teachers strive to lessen burnout and mitigate turnover intentions through mindfulness. The two research questions were: 1.) How do teachers describe the potential influence of their practice of mindfulness on preventing burnout when working with trauma-impacted students? and 2.) How do teachers describe the potential influence of their practice of mindfulness on preventing turnover intentions when working with trauma-impacted students? The sample was 22 teachers who work with trauma-impacted students in one of three youth RTSs in central North Dakota. Data sources included semi-structured interviews and two focus groups, and data were analyzed using thematic analysis. Themes found included: importance of mindful teacher/student relationships; significance of daily teacher self-care; importance of finding life/work balance through teacher perseverance; and positive implication of administration and team support on preventing turnover when working with trauma-impacted students. Future quantitative research could be drawn upon to further develop the importance of self-care, through the practice of mindfulness, when working with trauma-impacted students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]