This paper reviews research literature on cognitive load measurement in learning and neuroimaging, and describes a mapping between the main elements of cognitive load theory and findings in functional neuroanatomy. It is argued that these findings may lead to the improved measurement of cognitive load using neuroimaging. The paper describes how current measures of cognitive load cannot accurately show the distinction between different types of cognitive load in different learning conditions, and existing approaches to cognitive load assessment are limited in terms of their precision and methodology. A literature review discusses the conceptual framework of Sweller's [Sweller, J. (1994). "Cognitive load theory, learning difficulty, and instructional design." "Learning and Instruction 4", 295-312; Sweller, J. (1999). "Instructional design in technical areas". Camberwell, Australia: ACER Press] cognitive load theory, and describes various approaches to load measurement and their limitations. The paper then describes how the core components of cognitive load--intrinsic, extraneous, and germane load--may be observable using neuroimaging techniques, and argues for the exploration of new links between education research and neuroscience. (Contains 1 figure.)