The purpose of this study was to (a) embed nature and mindfulness into university course curriculum to determine the influence they have on students’ health and well-being, (b) examine students’ perspectives of mindfulness in the natural environment, and (c) to determine what students identify as the impacts of integrating nature and mindfulness into the university curriculum. This study was unique from previous studies. Several mindfulness practices were introduced so participants could explore and evaluate what worked for them and what did not. The research was conducted in two Environmental Education Certificate courses at Arizona State University: The Ecology and History of the Sonoran Desert (SCN 301) and Nature Journaling (SCN 309). This action research (MMAR) study included a participant pool of thirty-two students: sixteen from the in-person SCN 301 courses and sixteen from the online SCN 309 courses. Students participated in four activities requiring them to sit in a location, engage in mindfulness, and observe nature. These activities are identified as “sit spots” in this study. The four sit spots included two indoor and two outdoor sit spots. Students participated in a one-minute breathing meditation, a 54321 mindfulness technique, and a self-administered, non-clinical Mindfulness-based Art Therapy (MBAT) component during these sit spots. Qualitative and quantitative data was collected via the pre- and post-Nature Relatedness Scale (NR) and Perceived Stress Scale (PSS). Quantitative data was also collected during the Activity Survey (AS). Qualitative data consisted of open-ended questions in the AS, class discussion, researcher observations and notes, and students’ reflections. All analyzed data was synthesized to produce the findings in this study. The findings suggest that integrating mindfulness and nature into university positively influenced students' mental health and well-being. Students reported decreased stress and anxiety while increasing focus, attention, and academic performance. Mindfulness and nature cultivate a more mindful and meaningful way of connecting with oneself, individuals, and nature. Mindfulness and nature also were linked to learning by producing academic benefits. The results of this study inform my local practice and set the foundations to produce results in a larger educational context.