This conceptual chapter explores the introduction of mindfulness training as part of the early childhood (EC) educators’ professional development program. Inspired by the three authors’ professional capacities as an EC education lecturer, a principal, and a senior teacher. It is also motivated by research and proven mindfulness training related to positive affective, mental, and physical benefits. Scholarly, peer-reviewed literature on mindfulness and self-determination theory framed our critical discussion around attracting and retaining EC teachers in Singapore. Preschool teachers in Singapore are generally observed to be overwhelmed with documentations, meetings, resource making, lesson planning, field trips, events, and many other responsibilities in addition to caring for and teaching children. As a result, most teachers operate from a mindset of rigidity and automatic reactions known as mindlessness. For example, “right-wrong,” “good-bad,” and “acceptable-unacceptable” are automatic reactions to children’s behavior and responses. Therefore, the authors explore the concept of mindfulness training, which uses techniques and strategies to cultivate a heightened sense of attention-awareness consciousness in EC educators. The aim is to promote teachers’ self-regulation and fulfill their basic psychosocial needs for autonomy, competence, and relatedness. Through mindfulness training, our teachers’ locus of control in taking ownership of their professional development goals to improve teaching practices and support children’s developmental outcomes is restored to them and not an imposition upon them. The chapter also provides mindfulness tips and pointers mapped against professional development guidelines that empower teachers to practice mindfulness in classroom settings.