Within self-determination theory research, mindfulness-based interventions (MBI) have been brought forward as promising ones to fulfill individuals’ basic psychological needs. Indeed, MBIs may have the potential to increase one’s open and receptive awareness of mental processes and facilitating or limiting environmental barriers to introspection. This awareness is then thought to help in engaging in a reflection and volition that is conducive to greater basic psychological need satisfaction. The available research linking mindfulness and basic psychological need satisfaction suggests that trait and state mindfulness can facilitate self-regulation and performance and contribute to well-being and overall life satisfaction. However, only a few studies have examined the effects of mindfulness training on children’s basic psychological needs satisfaction. Our research team has, throughout the years, evaluated the impact of MBIs on children’s basic psychological needs satisfaction and has found conflicting results, whereby MBIs decreased or increased basic psychological needs satisfaction, namely the need for autonomy and competence. Taken together, these results bring us to warrant caution in implementing MBIs in elementary schools with the specific aim of increasing basic psychological needs satisfaction in children. In this chapter, we revisit past research on the topic of MBIs that have been adapted to children in school settings and their specific impact on basic psychological need satisfaction. We present the lessons we have learned along the way and offer recommendations with regard to future research and to the suitability of implementing mindfulness interventions with children in school settings, specifically with the intent to foster basic psychological need satisfaction.