Executive function (EF) skills are the attention-regulation skills that make it possible to sustain attention, keep goals and information in mind, refrain from responding immediately, resist distraction, tolerate frustration, consider the consequences of different behaviors, reflect on past experiences, and plan for the future. As EF research progresses, scientists, teachers, and parents are becoming more aware of the importance of these skills for learning in school settings for all students and especially for those at risk due to various factors, such as disabilities. In this paper, the authors highlight some key findings on EF and focus on its relevance to education research and practice. This paper's primary audience includes graduate students and others conducting advanced study in the fields of education, developmental psychology, educational neuroscience, and public policy, as well as other interested education researchers and stakeholders. Topics include the following: (1) An Introduction to Executive Function; (2) The Role That Executive Function Plays in Learning and Adaptation; (3) Assessment of Executive Function; (4) Developmental Change in Executive Function; (5) Individual Differences in Executive Function Development; (6) Malleability of Executive Function; and (6) Overall Summary, Directions for Future Research, and Implications for Educational Policy and Practice. References and a glossary are also included.