Fully online classes are on the rise in US higher education institutions. This article describes pedagogical methods for incorporating contemplative practices into these courses, using an undergraduate class in Philosophy, Religion and the Environment. I give a rationale for incorporating contemplative exercises into this class, along with specific techniques and example exercises and assignments. Drawing on literature about pedagogical best practices, I suggest some guiding principles for incorporating contemplative exercises into online classes. I then discuss the results of these pedagogical experiments, measured in terms of qualitative student feedback and instructor impressions.