Participating in mindfulness-based social and emotional learning programs is associated with an array of beneficial outcomes for children. However, little is known about age-specific delivery or what implementation may cost a school. This scoping review outlines current mindfulness-based social and emotional programming focusing on developmental and curricular implications. Findings demonstrate trends in current research lean toward late-childhood and western-dominant curricula that with an effort from the school or individual teachers have positive well-being outcomes. The number of studies and range of populations demonstrates dynamic evidence for SEL proficiency through a mindfulness-based curriculum. Findings in three categories (study population (i.e., age); curricular intervention (i.e., instruction and delivery); and outcomes) suggest further work is required to offer a developmentally appropriate curriculum and decrease school load (i.e., resources and work). The current scoping review supports a paradigm shift in mindfulness-based social and emotional learning programs for early childhood education. Specifically, programming that is designed and normed in the early childhood classroom with the potential for unstructured easy-to-use activities and technologies.