Over the past two decades, there has been an increase in research worldwide in the field of mindfulness-based practices and the more intensive creation and implementation of programs aimed at adolescents based on methods and techniques of mindfulness practice. The American Learning to BREATHE program is one of the frequently implemented mindfulness programs for adolescents. Participants in this program demonstrate lower levels of perceived stress and psychosomatic complaints, higher levels of effectiveness in affective regulation, and a positive impact on emotion regulation, including emotional awareness, clarity, and access to regulation strategies after participating in the program (Broderick & Metz, 2011; Metz, 2013). The purpose of this master's thesis is to provide an overview of the adaptation and implementation process of the Learning to BREATHE program in the Republic of Croatia among the student population of the University of Zagreb. The objectives of the study were to describe the process of adapting the 6-week Learning to BREATHE program, conduct a pilot study on the program's effects, examine participants' perceptions of program suitability and quality, and create guidelines for program improvement in the Croatian context. A detailed description of the steps taken to adapt the program to the cultural, linguistic, and contextual specificities of the Croatian student population is covered in this work. Quantitative (N=9) and qualitative (N=3) methodology was used in the suitability assessment and pilot study of program effects. A pilot online survey was conducted before and after program implementation to assess its effects. Differences in mental well-being, rumination, self-regulation, stress, depression, anxiety, self-compassion, positive and negative affect, and stress coping among students who participated in the program were presented. Additionally, three interviews were conducted after participation in the program, allowing for a deeper understanding of the program and insight into participants' experiences. The contribution of this work lies in the potential application of scientifically and evidence-based mindfulness interventions with the population of Croatian students.