The modern university is bursting with technology, mobile devices, and other mindless distractions, yet few empirical studies have investigated mindfulness and its role in the instructional environment. The five-facet mindfulness questionnaire was associated with instructional communication measures using a sample of college students. Multiple regression and canonical correlations were conducted. Results indicated a positive relationship with mindfulness and interaction involvement, learner empowerment, and perceptions of mobile-phone use. A negative relationship was found with mindfulness and boredom proneness, but no relationship with mindfulness and connected classroom climate.