Since early 2020, the implementation of strict lockdown measures due to the COVID-19 pandemic has posed several challenges for higher education. In addition to increased levels of stress, anxiety, and depressive thoughts, the sudden shift to virtual classes has affected the quality of the learning process. In recent years, mindfulness practices have shown their potential to improve student mental health and attention regulation. This study presents how the author has integrated mindfulness-based attention training practices into engineering courses during the pandemic. The author explores the perception of 108 engineering students about the main difficulties of virtual education and how the practice has helped to cope with them. Findings show that lack of attention has been the main challenge experienced by students. The author presents a theoretical framework to understand multiple sources of distraction and interruption affecting students’ capacity to pay attention; and how the mindfulness practice can help to better notice, manage, and correct for this interference, improving concentration and engagement during class.