The aim of this study was to explore educators’ experiences of engagement with contemplative practices. A qualitative methodology was employed, using semi-structured interviews, observations, and reflective diaries with participants from primary, secondary and tertiary education. The data was analysed using a Thematic Analysis approach (Braun and Clarke 2013; 2022). The contemplative practices included Mindfulness Based Stress Reduction (MBSR), Deep Talk and Balint. MBSR is a mindfulness programme combining breath meditations, body awareness, and reflective exercises on thinking, feelings, and embodied experiences (Kabat-Zinn, 1990). Deep Talk is a method using mythical stories and with auditive, visual and kinaesthetic representations which are intended to create dialogue, evoke emotional and embodied responses, and facilitate reflection on participants’ contexts (Valkonen, 2015). Balint is an experiential, small group educational activity originally used with medics (Otten, 2018) and now applied in education as a dialogical space where educators can think and reflect on the emotional content of their work to obtain insight, meaning and understanding. These experiential contemplative practices offered educators the possibility of ‘learning from within’ and coupled with inquiry, reflection, and dialogue, created a contemplative pedagogical context which had potential to deepen personal and professional insights and cultivate a variety of contemplative dimensions. This study provides evidence of self-exploration by educators of inner subjective worlds, as well as identifying dimensions of contemplative processes and practices that act as a source of personal and professional support. The findings have the potential to inform future directions for the development of emerging contemplative practices in education.