Student and teacher wellbeing are now a prominent concern within education systems internationally. Meditation and mindfulness programs form part of the response to addressing this. Research and practice to date has focused on the benefits of such interventions for students "or" teachers, despite considerable evidence of connections between student "and" teacher wellbeing. This paper draws on data from a recent study of a meditation program in Australian primary school classrooms. The findings suggest that the practice supported the emotional and social wellbeing of both students "and" their teachers, and that these benefits presented in multiple, accumulative and often reciprocal ways.