This talk will share some of the findings from research I conducted in two upper-level seminars that I recently taught at two different Midwestern liberal arts colleges in which I included Confucian contemplative practices as modes of experiential learning. These seminars surveyed and analyzed contemplative practices primarily from an array of Asian traditions, but I also included case studies of both religions and modern, secular, and hybridized traditions in the West. An aim of this IRB-approved research is to assess the pedagogical effectiveness of using contemplative pedagogy as a form of experiential learning. The two Confucian contemplative techniques that I included as components of contemplative pedagogy in these seminars were quiet-sitting meditation and self-examination/self-monitoring. I will report on aspects of what students accomplished both inside and outside the classroom relating to these Confucian practices, on the data I collected and analyzed from students, and on the preliminary findings concerning their effectiveness, as types of experiential learning, in enhancing student learning.