The research and literature behind teaching mindfulness practices to support self-regulation are overwhelmingly favorable--many journals currently available report positive outcomes when using mindfulness practice interventions with research subjects. However, the majority of research now focuses on adult practitioners. This study proposed that elementary special education students would have similar benefits when engaging in the practices, and through learned self-regulation, perceived stress rates would decrease. Students participated in a six-week cycle of mindfulness practice (meditation, positive affirmations, and gratitude journaling), and perceived stress levels were measured prior to and upon the completion of the cycle. The results were favorable as many participants reported positive outcomes in perceived student stress decreasing, and an ability to control one's thoughts and slow them down increasing. The initial PDSA cycle steps have been outlined in this paper; the outcomes have been delineated. [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.]