This paper uses narrative inquiry, ethnographic observations, and philosophical consideration of phenomenology to explore the role of mindfulness training, specifically a yoga-based practice, in supporting resiliency, academic achievement, and holistic well-being. Holistic well-being has become a critical and significant area of focus in education as increasing stress, anxiety and depression are resulting in both mental and physical illness, causing a significant decrease in overall resiliency observed both in students and teachers. This problem has been compounded by COVID-19, increasing use of technology and social isolation (Kush, Badillo-Giocoechea, Musci, & Stuart, 2022). It is critical to seek ontological ways of being and epistemological opportunities that consider relationality and holism to deepen our understanding of the complexity of our human experience, individually and collectively. The purpose of this paper is to offer proactive considerations to achieve well-being in our increasingly complex and overwhelming educational environments by considering the lived experience of the author as a yoga practitioner, academic researcher, and classroom educator. It begins by exploring the concept of interconnectivity and reflection on lived experience, and then it establishes a working definition for both resiliency and yoga. It then connects the key concepts of yoga practice to educational neuroscience, curriculum, teaching, and learning. Finally, it explores practical applications to teaching and learning and future research to be considered regarding resiliency, yoga, and holistic well-being.