We never cease to be amazed by how popular mindfulness is becoming and by the number of individuals wishing to train as mindfulness teachers. The explanations people provide for wanting to become mindfulness teachers are numerous and wide-ranging but the most common reasons we have come across are spiritual development, personal development, professional development and/or financial gain. Personally, we would like to see the integration of mindfulness into applied settings unfold at a much slower pace and for a greater number of mindfulness stakeholders to appreciate the importance of developing strong practice foundations. We would also like to see people teach mindfulness only after many years of tuition and focussed daily practice. However, given the level of public interest and the growing demand for mindfulness teachers, such an approach is probably not realistic and so perhaps the next best thing to do is to try to raise awareness of the factors that—whether according to traditional Buddhist thinking or contemporary research findings—are deemed to facilitate effective and authentic mindfulness teaching. Accordingly, here we outline what we believe are ten practical recommendations for teaching mindfulness effectively.