<![CDATA[Mindful learning is gaining increasing attention in educational settings due to its potential to enhance students' awareness, concentration, engagement, and emotional readiness during learning activities. However, studies exploring specific mindful learning strategies employed by English teachers and the challenges faced during their implementation, particularly in Indonesian EFL classrooms, are limited. This preliminary study aims to explore the types of mindful learning strategies employed by an English teacher and identify the challenges faced during their implementation in an eleventh-grade English classroom at SMAN 1 Solok Selatan. This study employed a qualitative descriptive design, employing classroom observation, semi-structured interviews, and documentation as data collection techniques. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data collection, data reduction, data presentation, and conclusion drawing. Preliminary findings indicate that five mindfulness learning strategies have been identified: Mindful Breathing Exercise, Reflective Pause Activity, Reflective Listening Activity, Focus Preparation Activity, and Emotional Awareness Activity. The findings also revealed four implementation challenges, including limited learning time, lack of teacher training, student unfamiliarity, and curriculum pressure. These findings provide initial insights into the application of mindfulness learning in English language teaching and can assist teachers in creating a more focused, supportive, and engaging classroom environment.]]>
