The purpose of this study was to investigate how to decrease teacher stress and burnout by a virtual online mindfulness practice intervention with cognitive apprenticeship, self-determination, and self-efficacy theory as the frameworks. Teaching in the United States K-12 public school system is a stressful occupation because of the higher level of responsibility within schools that requires resilient stress coping skills for overall well-being. My research project’s purpose was to examine instruction and training in mindfulness practice as a tool to cultivate stress coping skills in K-12 teachers through a six-week mindfulness virtual online course (MVOC). This study involved 5 participants with the methodology employed was an explanatory sequential mixed-methods approach which included quantitative data collection with pre-and post-surveys, which included the Perceived Stress Scale (PSS), the Kentucky Inventory of Mindfulness Skills Questionnaire (KIMS - Short), and the Philadelphia Mindfulness Scale (PHMS) with Linkert scale questions. Subsequently, followed by three qualitative interviews over six weeks to facilitate a case study consideration. The action research study results exhibited reduced stress following an increase in awareness from developing a personal mindfulness practice. Furthermore, the MVOC intervention helped the participants build a daily personalized mindfulness practice that improved their stress coping skills and was also beneficial in specific ways, which promises teachers whom routine mindfulness practice will cultivate progressively effective stress coping skills and assist K-12 teachers to enjoy increased job satisfaction and reducing the leading cause of burnout.