<p>The COVID-19 pandemic was challenging for caregivers and their young children in many ways. This study aimed to examine the familial and individual correlates of mindful caregiving and the relation of mindful caregiving to preschoolers’ approaches to learning during the pandemic. The primary caregivers of 764 preschool children in Wuhan, China, where the pandemic started, completed questionnaires on mindful caregiving, children’s approaches to learning, and a large pool of familial characteristics (family socioeconomic status, economic stability, family physical health, and household chaos) and individual characteristics (depression, anxiety, and resilience). The results showed that more household chaos, lower family socioeconomic status (i.e., less prestigious occupation), and more depressive symptoms (i.e., decreased positive affect) were associated with caregivers’ lower levels of mindful caregiving during the pandemic. In addition, mindful caregiving during the pandemic was positively related to preschoolers’ approaches to learning. These findings highlight the significance of understanding the antecedents and consequences of mindful caregiving during the pandemic. They provide important insights for designing family-based interventions that aim to reduce the adverse effects of pandemic-like stressors on caregiving practices and young children’s learning. Beyond the pandemic era, these findings suggest the importance of supporting caregivers’ mental health and reducing household chaos to promote mindful caregiving during challenging times. Practitioners and policymakers should consider implementing mindfulness-based programs and providing resources to help caregivers maintain mindful caregiving practices and support children’s learning during future crises.</p>