Traditionally, when ontology is taught in a graduate studies course on social research, there is a tendency for this concept to be examined through the process of lectures and readings. Such an approach often leaves graduate students to grapple with a personal embodiment of this concept and to comprehend how ontology can ground their research. This paper proposes a supplemental pedagogical method that employs a mindfulness process to move students from the definition of ontology and its theoretical perspective to a practical understanding of the concept and how it is a part of the research paradigm. Mindfulness strategies are used to explore ontology in an accessible and meaningful way. This mindfulness approach includes a contemplative 'being' exercise, a personal reflective writing, and a collective dialogic sense-making. [ABSTRACT FROM AUTHOR]; Copyright of Interchange (0826-4805) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)