Nowadays educational challenges require increasing pedagogical tact of teachers. Intuition serves this swift and appropriate classroom action, but teachers are rarely encouraged to use it. This mixed methods study investigated the effects of intuition-focused professional development on teachers' pedagogical tact. Questionnaires measured teacher change, and showed large positive effects on teachers’ immediate pedagogical actions, and medium effects on the related classroom outcomes. Interviews with participants and their colleagues elaborated and explained positive changes in awareness of intuitions, and information processing, and classroom impact. This study defines and operationalizes intuitive pedagogical tact and describes meditative and embodied practices for enhancing it.