Mindfulness training is increasingly being integrated as a contemplative pedagogy in social work education. Social work educators are using mindfulness training to support student self-care, facilitate critical reflection and enhance dialogue around challenging topics, integrate spiritual and holistic perspectives, and to help students develop direct practice skills. In this article, we describe a course we developed, where we use mindfulness training as a means of enhancing student self-care and well-being. We draw on our own experience, student evaluations, and the existing literature to identify and reflect upon key considerations in introducing this innovative experiential pedagogy into the social work classroom.