When I attend mindfulness or contemplative education workshops and seminars, I am frequently asked by fellow participants: "History? How do you teach history by using contemplative pedagogy?"1 Occasionally, a few participants will jump to my defense and attest that "contemplative pedagogy can be used in all courses, regardless of the academic discipline." The doubting question and the resounding retort, with their conflicting views, evoke the new field of contemplative education as a wild place: uncharted, challenging, full of abundant opportunities. As a new and serious devotee of contemplative education, I set out on the journey into the wilderness by experimenting with contemplative pedagogy in the Asian history courses that I teach at my college. As I continue on this exploration, I have learned to think beyond conventional categories, be playful, respect what it is and let go of expectations, and, above all, transform obstacles into opportunities. Teaching, in this approach, is a lived practice. © 2011 State University of New York Press. All rights reserved.