T his chapter focuses on the application of mind-body techniques to diverse learners with a focus on Eastern practices for Western school environments. To help the reader understand the main concepts, all Eastern approaches have been organized into six main categories. Accordingly, this chapter has six main headings, which reflect the six Eastern-focused practice categories. These categories have been developed for heuristic purposes and represent no special order or special word use. We have developed these categories to help the reader classify a variety of critical techniques. It is important to note that some techniques are dealt with in depth (e.g., healing environments), whereas others receive only a brief review (e.g., artistic therapies). This is related to the space available in the chapter and not the usefulness or breadth of research that underlies these procedures. In addition, techniques covered in other chapters are dealt with only briefly.The traditional Western approach to education has been practiced since the inception of our modern educational system (D'Amato, Zafiris, McConnell, & Dean, 2011). From this viewpoint, children have been taught to integrate their internal thoughts with their external environment. Thus, in the first few years of education, children learn to suppress their inner thoughts and focus on external stimuli such as lectures and oral reading. Later, children learn to read or think verbal thoughts without speaking or moving lips. Such is not the case in a more Eastern-based society