Attention is an important component of music learning. While several studies have examined the impact of attention on performance, fewer studies have examined attention’s impact on learning and practice, especially on one’s non-principal instrument (Oudejans, et. al., 2017; Cohen & Bodner, 2019; Parsons, 2025). Collegiate group piano students experience distractors, such as anxiety from a busy schedule, that can hinder their attention in-class and during practice (Koops & Kuebel, 2019). Mindfulness is one approach that improves attention by drawing awareness to the present moment (Kabat-Zinn, 2015). Therefore, the purpose of this study was to examine the effects of mindfulness on collegiate group piano students’ attention in-class and during practice when learning repertoire. A convenience sample was used for this case study based on enrollment in established group piano courses; participants were assigned to treatment or control groups. At the beginning of the study, all participants completed a researcher designed survey that measured attention. The control group was taught and practiced without the mindfulness intervention. The mindfulness intervention for the treatment group was modeled after Cornett’s (2019) practices for “mindful music making” that include body awareness, mindful repetition, and mindful listening. In each class, the treatment group was guided through a five-minute body scan that helped draw participants’ attention to the present moment. When repeating sections of repertoire in-class, the treatment group was guided through practicing mindful repetition. Additionally, self-reflective forms completed while listening to recordings of one’s playing facilitated mindful listening through accurate, non-judgmental self-assessment. To foster mindfulness during practice, participants began by doing the same five-minute body scan they completed at the beginning of class. They also completed the researcher designed Mindful Practice Form during each session which facilitated goal setting, mindful repetition, and mindful listening. Participants were prompted via text messages to report what they were thinking at the beginning, middle, and end points of practice to measure attention levels. At the conclusion of the study, all participants completed the pre-test survey to compare how their attention changed over time. Repertoire learning activities were recorded and analyzed by the researcher using descriptive and reflective notes to evaluate participants’ attention (Creswell & Poth, 2025). Surveys were analyzed to measure self-reported attention during class and practice. The treatment group reported higher levels of attention in both settings. This presentation discusses the findings of this study and its implications for piano pedagogy, music education, and future research.