An expanding body of evidence based on cognitive neuroscience provides music teachers with information about the interaction of music instruction and brain development. This information is foundational for those interested in the biology of teaching in addition to the curriculum taught. Pedagogy can be grounded in research-based insights on how the brain learns and responds to experiences in the music classroom. This article offers a brief literature review about some elements of cognitive neuroscience that can inform pedagogical decisions; these include brain plasticity, multisensory instruction, executive functions, and memory. Also included are practical implications of the research and a discussion of partnerships within schools to best meet the needs of diverse learners.