The purpose of this Master’s thesis was to determine the efficacy of a preventative intervention, MindMasters 2. In order to do so, an outcome evaluation was conducted to explore the extent to which MindMasters 2 impacted specific social and emotional skills in Grade 3 children. Additionally, a process evaluation was conducted to attain teachers’ perspectives on the acceptability of the program in a classroom setting. Teachers also provided suggestions for program improvement. A total of 98 Grade 3 children were recruited and randomly allocated to either a control or experimental group, and evaluated before and after a 3-month implementation period. Six Grade 3 teachers were recruited to partake in semi-structured interviews to share their experiences of program implementation. Overall, both quantitative and qualitative results support the notion that MindMasters 2 may play a role in improving children’s emotional regulation, relaxation ability, and social relationships. Furthermore, qualitative results indicate that the program was well adhered to in a classroom setting, and implementation of the program on a larger scale is supported by teachers. School administrators, teachers, caregivers, parents, researchers, and program administrators may find useful information in this thesis when attempting to promote positive living in the youth population.