This paper is about teachers and primary school pupils who have led or taken part in meditation classes at school. It discusses their perceptions of the relationship between meditation and learning. Three different categories of perceived benefit are examined; readiness for learning, enhanced creative expression, and spiritual development. After this a case is made for the use of experiential learning models as a structure for enhancing the benefit gained through meditation. The paper concludes with some observations about the potential of meditation in the school setting. Much of what is said could apply to the secondary setting.