This study investigates the mindfulness dispositions of Korean high school students in an English as a Foreign Language (EFL) context, shedding light on how learners’ mindfulness traits manifest and also interact differently with the four language skills as well as with grammar and vocabulary. A total of 159 participants completed a background questionnaire and the Five Facets of Mindfulness Questionnaire (FFMQ). The findings reveal that the learners in this study exhibited a medium level of mindfulness, with the acting with awareness factor being the highest-rated factor, followed by describing, observing, nonreactivity to inner experience, and nonjudging of experience. Additionally, positive and significant relationships were found between mindfulness and perceived overall English language competence. While certain facets of mindfulness were closely correlated with receptive and productive language skills, the observing factor showed no such association. Based on the results, it can be assumed that learners’ mindfulness traits interact differently with language skills. The pedagogical implications of this study can be used to develop productive directions for instructors to foster mindfulness in L2 classrooms. (Chonnam National University?Gwangju University)