The purpose of this study was to conduct a process and outcomes based formative program evaluation on the Brain-Focused Mindfulness Program, a mindfulness-based social-emotional learning program. This program teaches students neuroscience, positive psychology, and mindful awareness strategies to support students in their self-awareness, self-regulation, and learning. However, formal program evaluation had been conducted to determine the efficacy of the program. To fill this important gap, 252 students and nine teachers in a Southern California primary school (grades three-five) provided data to assess the eight-week program. Implementation fidelity data were collected, along with student reading growth, knowledge of strategies, and implementation of strategies in times of need. Teacher perceptions of resource adequacy, comfort in implementing the program, challenges in program implementation, enjoyment from implementing the program, and intention to continue the program were obtained, along with overall evaluation of the program. Results indicate that the program was implemented with acceptable fidelity, student reading scores significantly increased, and that students, in general, demonstrated knowledge of program strategies and implemented the strategies in times of need. Teachers generally reported having adequate resources and comfort in implementing the program. Overall evaluations of the program were high and teachers reported enjoyment from implementing the program and intention to continue the program. Areas for program improvement include a slower pace to the instruction, more time for learning, and more time to see the transfer to academic focus. Combined, these findings highlight the potential of the Brain-Focused Mindfulness Program to help students self-regulate and become self-aware.