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Written communication is essential to student success. Mindfulness exercises may improve thoughts and feelings that support written communication. These exercises are typically delivered to students in small groups such as tutorials. However, first year courses that develop written communication skills are often delivered in large classroom settings. The purpose of this study was to explore the feasibility of delivering mindfulness exercises to improve written communication in large introductory university classrooms. Using observations throughout an eight-week period, the authors identify key issues associated with mindfulness in this setting. These issues include a lack of engagement which stem from distractions and disinterest with mindfulness scripts. Strategies for instructors who aim to introduce mindfulness exercises into their large classrooms are offered. [ABSTRACT FROM AUTHOR]