The Mindfulness in Teaching Scale (MTS) is a self-report measure of teacher mindfulness. The purpose of the present study was to explore the factor structure and the psychometric properties of the Korean version of theMTS (MTS-K). First, as in the original measure, two distinct factors measuring teacher interpersonal mindfulness and teacher intrapersonal mindfulness were found in a sample of Korean teachers (n = 161; age range = 22–60 years). Second, confirmatory factor analysis with a second sample of Korean teachers (n = 243; age range = 22–62 years) showed that the two-factor structure is appropriate, and each sub-factor revealed a good internal consistency. Third, both subscales of the MTS-K correlated positively with dispositional mindfulness, teacher efficacy, and job satisfaction, and negatively with job stress and teacher burnout. The data suggest that MTS and MTS-K have a similar conceptual organization regarding teacher mindfulness in the school context.