A mindfulness intervention was conducted during the critical and formative phase of teacher training in Germany. This study aims to investigate whether early career teachers benefit from this by better coping with occupational stress and improving their practical teaching skills. In a quasi-experimental design, 42 participants' stress, mindfulness, and occupational coping were assessed via self-reports at three time points. Additionally, teaching quality was evaluated by their students. Linear mixed-effects model analyses revealed that mindfulness-trained teachers were less stressed, more satisfied with work and, in the long run, developed better classroom management than the control group.(c) 2022 Elsevier Ltd. All rights reserved.