The place of mindfulness and contemplative practices in learning and teaching is growing. We see examples of mindfulness curriculum emerging (e.g.: Kidsmatter, 2018; Mindful Meditation Australia, 2018; OECD, 2018; Smiling Mind, 2018), mindfulness and meditation professional development for university students (e.g.: Dundas et al. 2016; Semple et al., 2017; University of Sydney, 2018; University of California—Los Angeles, 2018; UC San Diego Center for Mindfulness, 2018), formally within degrees (e.g.: University of Tasmania, 2017), through programs located within subjects to prepare pre-service teachers (Hartigan, 2017), and in supporting teachers in relation to mentoring (Trube, 2017), their role as teachers (Grant, 2017; Langer, 1989), in becoming a teacher (Berney, 2014; Kostanski, 2007; Lemon & McDonough, 2018), and in education leadership (Wells, 2015). As interest develops in what this approach to wellbeing can offer in education, this session discusses research and practice carried out over a variety of education contexts (Early Years, K-12 and Higher Education) to further contribute to the discussion. We note shifts in teaching practice, identity, awareness within the classroom, and how this can contribute to learning. Through a facilitated panel conversation we respond to the question: What can mindfulness offer students and teachers?