Although mindfulness interventions with college students have yield positive results, many students are not continuing to engage after the interventions. This may be because very little research has been done to investigate the health behavior beliefs of college students in regard to mindfulness for stress reduction. The purpose of this investigation was to identify the most influential components of the Integrated Behavioral Model (IBM) that potentially assist with predicting college student participation in mindfulness activities for stress reduction. Interviews, informed by the IBM, were conducted with 20 current college students and 5 current mindfulness instructors working with college students. The attitudes and perceived control constructs were most prominent for both samples with less participant reference to perceived norms. The most common engagement barriers for the college students, mentioned by both samples, were the lack of time and demands of school. The college student participants most often focused on the benefits of the practice whereas the instructor participants focused on the discomfort the students experience when engaging in mindfulness. Inconsistencies emerged when comparing the mindfulness definitions from the college student participants. Overall, the college student participants displayed positive health beliefs towards mindfulness for stress reduction. These findings could support future mindfulness research utilizing the IBM to further investigate college student participation in mindfulness activities.