This dissertation uses a Zen koan as a foundation for discussing teacher training and development. It suggests that teacher training attends to issues of theory, pedagogy, and technology, and it contends that teacher training and development does not adequately attend to the intrapersonal aspect of teaching. In spite of the use of reflective techniques in teacher education, teachers are not trained in a significant way to navigate, negotiate, or manage the issues of identity, the issues of self-belief, the patterns of thought, and/or the emotional patterns, which affect their teaching and their classrooms. This work looks at research regarding the importance of the intrapersonal aspect of teaching in relation to teacher effectiveness and classroom climate; it considers current practices in pre-service and in-service teacher training; and it reviews research related to the efficacy of mindfulness and contemplative practices, such as meditation. It argues that the intrapersonal aspect of teaching is relevant to teacher effectiveness and classroom climate; that contemplative and mindfulness practices may offer systems that support and sustain teachers as they navigate, negotiate, and manage the intrapersonal aspect of teaching; and that pre-service and in-service professional development may provide vehicles to deliver this training.