This case study involved a deep reading intervention, creating a way to bridge theories of contemplative practice and mindfulness into classroom practice. Participants were graduate students enrolled in Reading Literacy and Content Methods, a capstone course for teacher licensure before their practicums. The students were led through a deep reading intervention comprised of an eight-week daily deep reading practice. Each week, students would practice deep reading processes in class such as secularized Lectio Divina, deep listening and deep listening. Then, students independently engaged in a singular practice of deep reading on the assigned course material, picking one or two paragraphs on which to focus and reflect on daily. Using a Deep Reading Reflective Online Journal, students provided reflections on their experiences with deep reading, along with their insights into their own learning processes. The assigned reading materials for the deep reading practice included research articles from neuroscience, education, and psychology, as well as poetry and fiction. These reading assignments all held relevance to the larger topic of holistic education and were tied to course objectives in terms of understanding reading and reading processes. As Birkerts (1994) pointed out, deep reading is the slowed and intentional reading of material with reflection on how it relates to the self and others. Foundational skills for developing as a productive member of society and as a learner are developed through this practice of deep reading (e.g., Kidd & Castano, 2013), and these skills are further developed through both individual and group activities such as deep listening and deep dialogue. Deep reading teaches human beings how best to create a narrative self, and, when coupled with focused conversation, how best to create a community for learning -a "new neighborhood" (Waxler & Hall, 2011) where students and teachers can negotiate meaning together. Qualitative findings distilled in the students' online journals evidenced a development of understanding of others' experiences, compassion, and feelings of community with one another. The daily reflection enabled the students to come to class already knowing their own insights into the reading and the experience. This allowed them to engage in deep listening to others by allocating their attention to what was being said, rather than preparing a response to what was being said. Deep reading requires human beings to call upon and develop attentional skills to be thoughtful, fully aware, and to participate in a democratic society. The creation of community is needed more than ever in our society, and deep reading coupled with generative dialogue, holds promise for creating embodied spaces for teaching and learning and for the development of empathetic and engaged human beings to come together in community with one another and to deepen understanding of themselves and others. Deep reading, as an embodied practice, holds promise for learners to make meaning as whole persons immersed in the embodied nature of language. Deep reading, as other embodied contemplative practices, requires persons to go inside, to seek meaning, to know themselves, and to connect to others (Barbezat & Bush, 2014).