The purpose of this research was to developing instructions for Teacher Preparation Program in Khon Kaen University. The main intention is to make the learner's mind more aware of the human condition and to improve program objectives and learning through contemplative approaches. The 4 courses target in the first semester of 2012 academic year were students in Art Education Program and Teaching Japanese Program; Aesthetic Education,Art for Special-Needs Children, Introduction to Educational Philosophy and Ethics for Profession Teaching. The study was involving qualitative method, contemplative education approaches were used through mindfulness, deep listening, storytelling, sharing experiences together with dialogue, world café technique, drawing and reflection journaling. The results from reflective papers, observation and focus group were analyzed by content analysis. The research findings found that the contemplative teaching can support the development of attention, insight, emotional self- regulation, empathy, compassion for self and others and action in order to encourage and transform self-learning, deepens learning and builds inner strengths and skills. Through these approaches they were learning to reduce stress, enhance and improve classroom climates, and were helping students to calm their bodies and minds, focus their attention, and even open their hearts by exchange of learning ideas. The contemplative education approach is enabled students to recognize and properly tend to behavioural patterns and enabled students to process facts which led to contemplation and ultimately to wisdom.