This dissertation describes the experience of a group of international school teachers engaging in a cooperative inquiry exploring the influence of mindfulness-based social-emotional learning (MBSEL) practices on their personal and professional lives. The current reality for educators is one of systemic stress and burnout, with teachers working under increasing pressure, and communities still reeling from the effects of the global COVID-19 pandemic. In international school settings, many expatriate educators are living far away from their country of birth and searching for belonging and community. MBSEL practices have been demonstrated to support wellbeing, however adult learning of these skills is often glossed over in schools. Our cooperative inquiry group co-created the research question: "What do we notice when we practice mindfulness-based social-emotional learning?" Group members held bi-weekly meetings to practice mindfulness meditation and reflective practices within the SEL domains of Self-Awareness and Self-regulation. Participants also practiced independently and journaled about their experiences in between meetings. Transcripts from group meetings as well as personal journal entries and introductory interviews were coded and analyzed using reflexive thematic analysis. Our findings indicated that this was a transformative learning experience for members. Five themes highlighted these findings: (a) increased self-awareness in times of emotional overwhelm, (b) increased levels of self-compassion, (c) sharing learning with the community, (d) community of practice as a supportive structure, and (e) deep desire to do something different. The group took initial action by creating a definition for MBSEL and starting an online MBSEL group for international school teachers with the intention of building community and supporting others in their learning. Though this was a small sample size of self-selected participants, the findings are consistent with the current recommendations for adults to engage in holistic practices for the benefit of all in their school environment. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu). [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.]