This paper presents the results of a small-scale study concerned with the development of working memory during adolescence. The working memory of adolescent students was examined with a novel method, electroencephalography, which allowed insight into the neurological development of the students. Results showed that: electroencephalography is a useful method for obtaining working memory data, that older adolescent students demonstrated higher levels of working memory than younger adolescent students, and that this is correlated with standardised working memory tests. The paper shows how research into working memory may help inform both students and teachers in schools.