This dissertation examines the effect of a Buddhist-based program of mindfulness, taught as part of the curriculum of a graduate program, on the relationship of teacher-practitioners with their work. Collecting data on the experiences of three cohorts over a nearly three-year period, this longitudinal case study examines the experiences of participants through the lens of the Mindfulness to Meaning Theory. The results of the study indicate that eudaimonic meaning, the importance of a life lived well, virtuously, and in a way that is perceived as suitable to one's values, ideals and expectations (Ryff, 2014; Fowers, 2016) is important in both the work and home life of participants, and that eudaimonic disunity, a disconnect between the values and virtues of the individual and the values and virtues that they are required to assume for some other reason (i.e., work) may lead to less satisfaction in the lived experience of the individual. Results also indicate that study participants seemed to find a new or rekindled appreciation and meaning for their work as teachers through the practice of mindfulness and reflection. Finally, results pointed to the value of community as an important element in maintaining and strengthening mindfulness practices. This study contributes to the field of teacher education by describing the potential of eudaimonia as a substantial contributor to teacher job satisfaction and retention. [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.]