Objectives Preschool competency in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making has been shown to affect short- and long-term social, emotional, and academic development. Known collectively as social emotional learning (SEL), these skills have begun to be paired with mindfulness-based programs (MBPs) in school settings. OpenMind (OM) is a newly developed mindfulness-based SEL program for preschool children. The aim of the present study was to evaluate the feasibility and acceptability of the OM program translated, culturally contextualized, and implemented as the OpenMind-Korea (OM-K) program in Korean preschools. Method Eleven teachers in three preschools in Korea were taught the basic philosophy, principles, and nine activities in the OM-K program. The teachers implemented the OM-K program, together with the Nuri Curriculum that is mandated in all Korean preschools, with 170 3- to 5-year-old children. Following implementation for a school year, 10 of the 11 teachers completed 34-item feasibility and 8-item acceptability questionnaires. In addition, they were individually interviewed on their views regarding the OM-K program. Results By the end of the year, each teacher was able to implement three or four activities of the OM-K program on a daily basis and the remaining activities as much as possible. The teachers were able to modify the activities to suit the children’s needs and as afforded by the space available in each classroom. Overall the teachers reported that it was feasible to implement the OM-K program and that the program was acceptable to them. In addition, all teachers reported that they would recommend the program to other teachers. Conclusions The OM-K program teachers in three Korean preschools rated the program as feasible and acceptable. However, there was some variation in the degree of feasibility and acceptability ratings across teachers within and between the three preschools. All teachers uniformly reported that they would recommend the program to other teachers because of its positive effects on both the teacher and their children. Program strengths and limitations are discussed and directions for future research are offered.