The current study investigated the hypothesis that implementing a mindfulness intervention could significantly alleviate anxiety caused by a deficit in reading comprehension, as well as improve trait mindfulness and efficacy. Students with reading difficulties enrolled in a corrective reading intervention program served as participants. All participants took pre-assessments to measure level of reading anxiety, efficacy, trait mindfulness, and reading comprehension. They were then randomly divided into two groups--experimental and control. The experimental group practiced a mindfulness meditation intervention adapted from Eline Snel's (2013) Sitting Still Like a Frog: Mindfulness Exercises for Kids (and Their Parents). The control group participated in a control task, Reading the Room. Following treatment, pre- and post-treatment assessments were taken to measure any changes in level of reading anxiety, efficacy, and trait mindfulness. Results suggest that mindfulness meditation may have led to a decrease in reading anxiety.