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Students' mental health and well-being are increasingly recognized as urgent and important needs in engineering education. Mindfulness-based interventions, in which students learn and practice present-focused techniques such as meditation and deep breathing, have been demonstrated to positively affect college students' well-being. The use of such interventions for engineering students specifically, however, has not been thoroughly examined. In this work, we examine the feasibility and utility of a group-based mindfulness intervention for 48 undergraduate engineering students. Participants completed four weekly, one-hour group mindfulness sessions led by the study authors. Qualitative and quantitative data were collected before and after the intervention to assess the impact of the intervention on participants' trait mindfulness, perceived stress, intellectual curiosity and exploration, and weekly mindfulness practices. Compared to participants in a control condition, participants