There are many factors that can negatively impact student learning, including stress which impacts memory and overall well-being. A potential tool for educators to reduce stress and improve well-being is to use contemplative practices in the classroom, such as mindfulness and gratitude. In this Activity, we integrated voluntary daily mindfulness and gratitude practices into nine general and physical chemistry courses. Student perception data were collected through anonymous and voluntary course evaluations. Qualitative analysis of student responses identified themes of stress reduction, well-being enhancement, and attention span improvement inside and outside of the classroom. Quantatitive data analysis revealed that students perceived a learning benefit, enjoyed the practices, and recommend their continued use in the classroom. This preliminary data suggests that students perceived the mindfulness and gratitude practices as being beneficial to their personal and academic lives. Future studies with control groups are required to quantify the impact on learning by incorporating mindfulness and gratitude practices in chemistry classrooms.