This article seeks to amplify a debate initiated in this journal by Hyland (2016) by deepening a number of conceptual, methodological and implementational issues concerning the application of mindfulness based interventions (MBIs) to schools and other places of learning. It argues that the pursuit of the byproducts of mindfulness, enhanced focus and well-being, serve a neoliberal agenda for education. This is lemon-juice to poison as it encourages students to accept and cope with oppressive structures partially responsible for suffering in society rather than develop the deepened awareness necessary to challenge and transform them. Reconnecting mindfulness with its original meaning of remembrance and discernment is highlighted as a means for engaging students with more agentic possibilities. The article begins to make the case for mindfulness as education, rather than mindfulness in education, realised as an embodied approach rather than psychological intervention with key roles for contemplative pedagogy and mindful inter-personal relationships.