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Due to the heterogeneity of Mindfulness-based Intervention (MBI) programs for children, there is a lack of understanding of which mindfulness activities best support children’s willingness to participate in mindfulness practices (Andreu et al, 2021; Coholic, Schwabe, et al., 2020). The problem addressed in this study was the lack of understanding of which specific mindfulness activities are interesting and engaging for young children. The purpose of this qualitative, holistic, single-case, study was to explore school-age children’s perceptions of participating in an arts-based MBI to gain greater understanding of which specific activities capture their interest, attention, and support active engagement. The sample for this study was chosen using purposive criterion sampling and comprised of 12 elementary school students ranging from five to 11 years old who were placed in a self-contained classroom for children with emotional and behavioral challenges at a rural public school. The students participated in a 10-week arts-based MBI program called the Holistic Arts-based Program (HAP) once a week for 90 minutes. Data were collected via individual semi-structured interviews at the conclusion of the intervention and observational field notes, which were taken during each intervention session. The data from interviews and field notes were transcribed and utilized in a thematic analysis. The overall findings of the current study suggest that young children require mindfulness-based activities such as games and expressive arts (e.g., painting, drawing, making crafts) that provide opportunities to move, interact with peers, use their hands, and experience positive emotions to attend to, engage in, learn, and understand the concepts of mindfulness. The implications of this study can provide guidance to those who design MBIs for young children and help school-based mental health providers in choosing developmentally appropriate MBIs for their elementary aged students.