Self-management refers to the abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations. It is essential life skill for students to navigate through a myriad of challenging situations and to thrive in life. As students spend a large part of their time in schools, schools play an important role in helping their students to develop the abilities for self-management. In this study, viewed through the lens of self-determination theory, I examined if mindfulness practices can foster more autonomous or self-determined regulation of emotions, thoughts, and behaviors. To achieve the objective, I interviewed 10 students (all 12 years old, 60% female) who had attended a mindfulness-based intervention program conducted in their school, on their applications of the skills they have learnt in various life contexts. Anecdotal accounts suggested that the present-moment awareness and quieting of emotions and thoughts accorded by mindfulness practices could potentiate more autonomous or self-determined regulation of behaviors, through reflection and conscious choice-making. I suggested that educators who are looking for ways to help their students develop self-management skills to consider introducing their students to the principles and practices of mindfulness.