The rise of mindfulness as a contemplative practice in educational contexts has sparked much interest and debate. Consequently, there is a level of ambivalence about the role of mindfulness, its origins, and reason for practising in the classroom and indeed which meaning of mindfulness in the Western context to engage with. Although there is developing evidence about use, application, and effects in education there is debate about who should be teaching mindfulness, and if the teacher must have a personal practice or not to be beneficial in delivery. Additionally, concerns have been raised as to if the formal and informal practices delivered are appropriate for young people when most have been trialled primarily on adult audiences. This discussion is exacerbated further with considerations of the place of mindfulness, or indeed if it does have a place, within the education agenda and when it should or can be offered. In this qualitative review of 54 studies about mindfulness in Western educational settings with a specific educational impact/effect was considered. Each study illuminated key understandings about approaches, impact, and challenges associated to the role and place of the teacher in mindfulness interventions. The results highlighted the need to move beyond teachers teaching mindfulness as a tool to support their stress and wellbeing, to a need to think more critically about the purpose of mindfulness in Western educational settings. Illuminated is the need to move beyond seeing mindfulness as a tool or technique to alleviate stress, anxiety or to improve focus and attention that can be delivered by anyone for anyone. Instead what is recommended is that, careful consideration of teacher personal practice and training should be made in order to facilitate a connection back to traditional notions of mindfulness to allow for skills, capacity and experience to be able to transfer to work with young people in educational contexts.