This chapter explores the correlation between human services practice and stress and examines the use of contemplative practices in the classroom as a way to teach self-care. The chapter also discusses ways in which contemplative practices can be incorporated as a critical component of human services education. Examples include stillness practices such as centering, sitting meditation, and silence, as well as relational practices such as deep listening, sharing experiences, and engaging in critical thinking through reflective journaling. (Contains 1 figure.)