This article reports the results of a research project involving "unconventional" pedagogical practices and examines the impact of contemplative practice on teaching and learning in an undergraduate creative writing class and a graduate level methods of teaching writing course. Using student evaluations of the projects, the authors conclude that it is possible to enhance learning through reflection and insight. At the conclusion of the project, over 90% of the students' from both classes valued reflective writing as an assignment at the beginning of class. The three themes that emerged from the data offered explanations from students' perspectives in addressing how reflective writing inform students' value of the need for reflection and reflective writing within the classroom and within their lives.