This quantitative comparative study was conducted to examine if, and to what extent, differences in health and functioning and quality of life exist for community college students who complete an academic mindfulness course. Surveyed student responses were captured by the Quality of Life Index (QLI) (Ferrans and Powers, 1985), dependent variables measured, and a non-directional two-tailed independent (unpaired) samples t test conducted. A univariate post-test only comparison group design was conducted to measure results of the mindfulness coursework intervention at the conclusion of the courses. A non-probability convenience sampling of 154 participants was collected, with both descriptive and inferential statics calculated. Data results indicated a statistically significant difference in health and functioning between the comparison and the intervention groups as well as quality of life between the comparison and the intervention groups. Effect size (Cohen's d) at a 95% confidence interval for those students who completed a mindfulness course was large for the overall QLI score as well as the health and functioning subscale. This study demonstrated positive results and statistical significance suggesting the utility of mindfulness coursework. Recommendations from this study include integrating mindfulness coursework in a classroom setting and offering mindfulness training as a stand-alone academic course.