The preponderance of happiness research has centred on happiness's levels, predictors, and repercussions. Students’ everyday perceptions of happiness, on the other hand, have received a lot less attention. The study was conducted to investigate mindfulness in relation with various conceptions of happiness in academic setting. The sample of the study comprised 150 university students. The measures of the study included Mindfulness Attention Awareness Scale (Brown & Ryan, 2003), Hedonic and Eudaimonic Motives for Activities (Huta & Ryan, 2010), Fear of happiness Scale (Joshanloo & Weijers, 2014), Fragility of happiness scale (Joshanloo, Weijers, 2015), Externality of happiness scale (Joshanloo, 2017), Transformative Suffering scale (Joshanloo, 2014), Valuing Happiness Scale (Mauss, Tamir, Anderson & Savino, 2011), Inflexibility of Happiness Scale (Joshanloo, 2019), & Inclusive Happiness Scale (Joshanloo, 2019). The results of the study revealed that mindfulness was significantly and positively correlated with eudaimonism (r=0.351), transformative suffering (r=0.299), inclusive happiness (r=0.368) at p<0.01 and with valuing happiness (r=0.186) at p<0.05. It was seen that mindfulness was significantly and negatively correlated with externality of happiness (r= -0.491), fear of happiness (r= -0.408), fragility of happiness (r= -0.437), and inflexibility of happiness (r= -0.446) at p<0.01.