Over the past two decades, writing studies scholars have continually stressed the importance of fostering the development of student metacognition in the writing classroom. Not only does the development of a metacognitive awareness of the writing process help students to become stronger writers, it also allows them to more successfully transfer the knowledge they gain in their writing classes to other contexts. Although scholars have suggested a variety of reflective activities and assignments intended to encourage the development of metacognition, none have explicitly explored the potential links between mindfulness practice and metacognitive awareness. Mindfulness based pedagogies are increasingly finding their way into K-12 and college classrooms because of their ability to help students improve their memory, attention, and emotional regulation. This pilot study investigates whether or not mindfulness interventions in a college writing class can also help students develop metacognition. More specifically, this pilot study consisted of a control group and a treatment group of students, both enrolled in a foundational writing course. While both groups were asked to take the Metacognitive Writing Awareness Inventory at the beginning and the end of the course, only the treatment group participated in weekly mindfulness activities. Results from this pilot study support the hypothesis that mindfulness interventions can help to foster the development of writer metacognition in the college writing classroom.