This paper presents a case study on the measurable impact of a decolonized approach to the Slow Movement on student learning in a graduate seminar. The study operationalizes principles of Being Lazy and Slowing Down (BLSD)--that is, to make peace with not doing or being productive, to de-privilege the need for a result, and to decenter the mind as the primary source of knowledge in order to make space for the body and spirit. The study then examines the uptake of these principles into the seminar's instructional approach, curricular design, and semester-long project. Textual analysis of the project shows minimal adoption by students of the principles of BLSD. However, student feedback obtained through semistructured oral interviews provides insight into this minimal impact: it suggests that even a decolonized approach to BLSD is a privileged position not afforded to all.