The purpose of this study was to add participant racial/ethnic diversity to the growing body of literature on the implementation of mindfulness programs in speech-language pathology curriculum. A sample of 31 graduate speech-language pathology students enrolled at a Hispanic-serving institution, whereby 87% identified as Hispanic/Latinx, participated in eight weekly mindfulness sessions. At the end of the final session, students completed a six-question survey. Two questions that generated student feedback on the program's structure were analyzed for the purposes of this pilot study using descriptive statistics and thematic analysis procedures. Preliminary results revealed that students valued breathing techniques, ambiance, and music more than other elements of the mindfulness program. Program scheduling, structure, and aspects of content were cited as components to be modified for future program offerings. Implications for incorporating activities that allow for regular, anonymous feedback from students throughout the program has the potential to optimize the overall experiences for students across disciplines and cultures.