Basic sciences in higher education confront a paradox, reaching the minds of many and the hearts of few. Compulsory requirements for graduation or professional schools push a high course demand, large classes, and a culture of Darwinian grading that contribute to student performance anxiety, fear of failure, intellectual disengagement, and a test-driven approach to content. A professor specializing in stress who teaches a large requirement-fulfilling undergraduate human biology course partnered with a yoga-adept graduate student to implement a class redesigned so as to mitigate stress triggers and engage students with course content through their own embodied experience. Construction of class dynamics and five week-long explorations aimed to cultivate a mindful approach to human biology and its connection to lived experience through kinesthetics, breath, emotions, sleep, and nutrition. We report qualitative and quantitative student performance outcomes.