The Mindfulness-Based Cognitive Therapy curriculum (MBCT) and the MBCT Training Pathway (MTP) are outlined. Background and practices to support MBCT teachers at all developmental levels on the MTP in developing competence are presented. Although originally developed to prevent recurrence of Major Depressive Disorder through integrating theory consistent with Cognitive-Behavioural Therapy and Emotional Processing Theory, MBCT is a trans-therapeutic intervention beneficial transdiagnostically. Background for its implementation with a range of disorders marked by negative emotionality, or neuroticism, is presented. Contemplative/reflective methods for MBCT Teachers and Trainees to develop skills, address teaching challenges, and conceptualize cases in peer consultation communities are described. A secular relational mindfulness practice (RMP) is described, which supports the skill development of MBCT teachers. It integrates reflection based upon the Mindfulness-Based Interventions: Teaching Assessment Criteria and exposure therapy principles to support MBCT with clients who present with neuroticism.