Supporting the student as a “whole” has long been tasked to the university as a primary function of higher education, yet there has been much debate and uncertainty as to how universities can cultivate and nurture the conditions that support a holistic growth of postsecondary students. Recent critique has suggested institutions of higher education are prioritizing the “outer” development of students at the cost of helping students develop their character, values, interpersonal skills, and integrity. If learning environments prioritize developing only the intellectual at the cost of whole-person development, institutions of higher education may fail to prepare students for a meaningful life and risk unprepared future leaders who lack an understanding of larger societal issues and the capacity to address them. The recent momentum of contemplative higher education positions mindfulness and compassion pedagogy and practices in a unique role to support the development of the whole person. Yet to date, more research has been collected regarding how these practices support the enhancement of cognitive and academic performance and the management of academic- related stress. The purpose of this study was to examine what influences does participating in a for-credit elective course in mindfulness and compassion have on developing the students’ minds, hearts, and behaviors as a means of influencing whole-person development. This study utilized pretest-posttest design and essay data analysis of 83 students enrolled in a for- credit elective course in mindfulness and compassion. Results of this mixed methods study found students who completed a for-credit elective course in mindfulness and compassion demonstrated: (1) statistically significant increases in measures of awareness and compassion, and (2) whole-person development. Results of the study also offered insights in patterns of student belonging. By adding to existing research, this study supports: (1) a better understanding of how a for-credit elective course in mindfulness and compassion impacts postsecondary students, (2) gained insight into the relationship between mindfulness and compassion practices and whole-person development in higher education, and (3) the demystification of contemplative higher education practices for educators and institutions so that more opportunities are made available for the benefit of students and campuses.