This article presents the results of a study into the effects of meditation practice on the lives of professional educators, specifically educators who either began or continued such practice during course work led by Professor Miller at the University of Toronto. The study incorporates semistructured interviews with 12 participants to track their current engagement with meditative practice. Respondents attest to the power of meditation to aid in reducing stress, increasing awareness of oneself and others, and promoting healthier interpersonal communication. These educator-practitioners also assert their belief in the power of regular meditation to help mitigate and improve their relationships with students, colleagues, and family members as well as to facilitate teacher presence.