Contemplative sciences interventions and studies have primarily targeted individual level changes such as increasing focus and reducing stress. Further, few studies include samples outside WEIRD populations (Western, Educated, Industrialized, Rich, Democratic, Henrich, Heine, & Norenzayan, 2010). This project incorporates an approach that integrates mindfulness as a contemplative practice with service learning training as a form of critical pedagogy among a sample of college students in Hue, Vietnam. Vietnam is a country with 2,000 years of influence from Buddhist, Taoist, and Confucist philosophical/religious traditions. Yet at the same time, it is experiencing rapid growth due to globalization resulting in many societal issues and changes. Groups of students across three conditions will be compared to explore whether receiving mindfulness and service learning training will result in greater sense of connectedness at the levels of self, others, and environment. Measures include a simple survey of indicators to assess well-being and personal reflections of personal practice and social engagement activities. The proposed project is significant and innovative in its focus to move the dialogue of contemplative interventions and research toward social applications in diverse global context, as well as its attention to both personal as well as community/social transformation.