There is a resurgence of introducing meditation-based practices into educational pedagogy for their proven advantages of facilitating personal introspection and fostering qualities such as compassion, mindfulness, and resilience. However, growing research claims that meditation-based practices impact cognitive abilities such as creative thinking, problem-solving, learning, etc. This paper explores the impact of meditative practices on the perception of students’ performance during creative tasks. First-year university undergraduates pursuing a Bachelor of Architecture were trained in guided visualization meditation for two weeks, followed by creative tasks in 2D and 3D modes. Self-assessment questionnaires were filled out by the students both pre-and post-intervention. The study results indicate an overall increase in the students’ satisfaction with their creative performance. A reduction in psychological and social fears was most prominently observed in the students. This study indicates a need for a formal introduction of meditative practices in creativity education realms to facilitate better development of creativity and obviate stress and anxieties amongst college-level students.