Since ancient times, philosophers and scholars worldwide have been continuously preoccupied with understanding what beauty is and how the mind responds when encountered with stimuli perceived as beautiful. Nowadays, particular attention has been paid to aesthetic emotions as subjective feelings and affective responses to beauty, and this subject seems to be present in many scientific areas, oriented towards enhancing people’s resilience and well-being. We encounter beauty in much wider contexts than traditionally thought as occurring exclusively in the interaction with art objects. People experience beauty while walking in nature or being in a built environment. The recently grown interest in aesthetic emotions is partly explained by their high complexity and the significant impact produced on people’s well-being but also by their restorative and creative potential for the growth of personality. The author proposes to explore the potential of aesthetic emotions in improving psychology education, through a series of thematic workshops, aimed to investigate the emotional response to art objects presented as aesthetic stimuli. The Aesthetic Emotions Scale (AESTHEMOS) and the Aesthetic Experience Scale (AES) were the two measurement tools used to understand the way education and familiarity with arts can promote a better understanding of emotional experiences, shaping in that way the aesthetic preferences and assessment of the aesthetic virtues attributed to particular stimuli. Both tools were adapted for the Romanian-speaking population, and participants were requested to fill in the Aesthetic Emotions Scale (AESTHEMOS) while viewing projected paintings of great European artists as aesthetic stimuli.