Investigations on the brain processes using a technology such as functional magnetic resonance imaging (fMRI) have led to the creation of a new field of research that bridges the gap between cognitive psychology and neuroscience: "cognitive neuroscience." Within this new field, studies examining the processes of learning and developing are beginning to reveal the complex relationship between neural processes and environmental input as children develop into their socio-cultural environments. Although attempts to connect neuroscience and education have been scarce, there has been recently a wave of enthusiasm for making greater links between learning sciences. In this article, the author discusses the implications of linking neuroscience to education. The author also contends that if everyone can harness this possibility, they must exert caution and think carefully about how to proceed in order to avoid turning the role of neuroscience in education into just another "educational fad." (Contains 9 notes.)