Schools often need to implement evidence-based interventions (EBIs) in contexts and with client populations that differ from those present during intervention development and validation. Due to the differences in intervention conditions, schools inevitably make adaptations to interventions to be responsive or to operate within present constraints. This need to adapt creates a significant dilemma for schools, as a large body of evidence indicates that treatment integrity, or the extent to which an intervention is implemented as prescribed (Gresham, 1989, 2009), is essential to intervention effectiveness. Thus, a conflict is created between strict adherence to interventions in the way they were designed and tested and the necessity for being responsive and making appropriate adaptations. In this article, the authors will help the reader resolve this apparent conflict. First, they make a case for intervention adaptation. Next, they use a mindfulness-based intervention (MBI; the MindUP curriculum) to illustrate the adaptation process, while simultaneously maximizing treatment integrity. Finally, the authors conclude with a discussion of the lessons learned from their project.