The purpose of this action research project was to determine if music and mindfulness practices may have an effect on classroom community. A mixed-methods study was conducted to determine if there was correlation between minutes spent practicing mindfulness and classroom community building activities and overall satisfaction. Throughout the action research, data was collected to understand the significance of mindfulness and its presence and impacts on classroom community. Results revealed that insignificant correlation was discovered in how many minutes were spent and how it may play a role in overall satisfaction of mindfulness practices and classroom community outcomes. These results conclude that any presence of music, mindfulness, and classroom community building activities is impactful on students’ perceptions and overall satisfaction of classroom community and well-being, regardless of implementation time. Data also revealed a positive growth in overall perception, understanding, and satisfaction of mindfulness and classroom community building activities and their presence in everyday lessons. Results of this action research project may influence future research in further promoting the importance of presenting music, mindfulness, and classroom community building activities into everyday lessons along with bringing a stronger understanding of the importance of social-emotional learning, mindfulness, and music presence in our educational settings amongst educators, administration, and the community.