Brain science already has much to contribute to education and will become even more important in the future. Brain research is not going away; it is increasing and will continue to do so. As such, educators need better tools to deal with it. In this article, the author argues that educators desperately need new understandings, new ways to think about learning and the brain, and a new set of values, criteria, and rules by which they can interpret, dismiss, or potentially apply neuroscience research. The author also provides several examples that illustrate why brain research can provide new understandings about learning that educators do not know at the moment.