This interpretative phenomenological analysis (IPA) sought to answer the question: How do skilled martial arts practitioners with advanced academic degrees interpret the role of mindfulness in their practice, and how do they believe this integration impacts the social and emotional learning of children? The focus of the study was to understand mindfulness practice within traditional martial arts by skilled practitioners and its impact on educational methods and the holistic development of children. The study involved in-depth interviews with eight martial arts practitioners and aimed to capture their lived experiences and the perceived benefits of this integration. The theoretical framework for this analysis was grounded in Dewey's experiential learning theory (1938), which highlights the importance of interactive and reflective learning experiences. The themes identified from the narrative data included the transformative potential of martial arts-based mindfulness in pedagogy, the importance of professional development and education for school teachers, and the need for curriculum integration and community engagement within schools. The findings confirm the existing literature on the positive influence of experiential learning and mindfulness on personal growth and pedagogical efficacy. They also illustrate varied perceptions of mindfulness among practitioners and reveal a spectrum of understanding that can inform teacher education programs. The study highlights the potential of martial arts-based mindfulness to enhance the educational landscape, stress a need for cultural adaptability in schools, and advocate for strategic inclusion in teacher education and policy development. Furthermore, it encourages future research to further explore effective ways of embedding these practices within various educational settings.