The teaching of the sciences, as with all other disciplines, can benefit by inclusion ofcontemplative exercises in the pedagogy of science instruction. In this article I situate the contemplative within the larger framework of an integrative undergraduate education, and I emphasize the central role of contemplative practices in the discovery process. Albert Einstein’s path to his remarkable scientific achievements helps us to see what capacities are drawn on in the process of discovery, and thereby what kinds of contemplative exercises can be useful to this process.