Summary This experimental study presents the results of a mindfulness psychoeducational programme on the motivation for and motivation for learning applied to a sample of migrant students of Latin American origin living in south-east Spain. The sample consists of 50 students, of whom 25 form the experimental group and 25 the control group. The intervention programme was carried out for 10 weeks. The results show statistically significant differences between groups in the output motivation variable and in three of the six dimensions of the learning motivation variable (self-effectiveness, monitoring and anxiety). The study confirms the effectiveness of the mindfulness programme in improving the motivation levels of achievement and the motivation for learning among young Latin Americans from immigration. Attention is drawn to the desirability of using these programmes as part of the educational curriculum.