Mindfulness is a technique incorporating meditation and a particular mental orientation to experience that encourages becoming aware of present-moment experience in a way that is non-evaluative and minimizes over-engagement with thoughts and feelings. Extensive research with adult populations has documented a variety of therapeutic benefits including improvements in anxiety, stress management and improved emotion regulation skills among a variety of other applications. Increasingly, the technique has been taught to adolescents but research in this area is limited. The present study explored the use of Learning to Breathe (Broderick, 2007), a newly developed manualized mindfulness program targeted to adolescents. In a randomized, wait-list control design, 30 students in two high schools (one rural and one urban) were administered the program and measured three time points; baseline, 7-week follow-up and 14-week follow-up. The moderating effect of homework compliance with meditation recommendations was also explored. Results found a significant reduction in self-report rated symptoms of anxiety. No moderating effects of homework were found, and no differential outcomes based on school site differences were found. Implications of these results for school psychologists and limitations of the study are explored.