Despite the availability of numerous learning opportunities ranging from face-to-face to computer-based learning, there is need for better understanding of how to support the development of cognitive skills in students. Research has shown that cultivation of mindfulness skills help to develop cognitive skills such as retention, thinking, problem solving, and emotional balance. However, there is only limited research on the effect of mindfulness training in educational settings. We examined cognitive abilities of university students as identified in Bloom’s taxonomy and mindfulness skills during a single traditional face-to-face class room session. We hypothesized that mindfulness is a specific cognitive ability that supports the development of other cognitive skills. This pilot study included 148 students from undergraduate and postgraduate programs at two universities in Sri Lanka. The study assessed cognitive abilities, including retention, thinking, out-of-the-box thinking, note-taking and mindfulness at the end of a one-hour lecture. The results showed that students’ self-reported mindfulness following a lecture was significantly lower than other cognitive abilities. These results suggest conducting a more formal controlled experiment to investigate the effect of mindfulness training in education.