Teaching and learning meditation is a dialectical process. The way in which a certain learner characteristic influences instructional outcomes of a meditation program would not be fixed. Individuals' anxiety traits are potential obstacles to the meditation learning process as in other learning processes. Thus, in the beginning stage of meditation instruction, certain design aspects need to be considered to properly mitigate such obstacles caused by learners' anxiety traits and facilitate their acquiring necessary skills and attitudinal foundations for meditation practice. 'Adapting Meditation...