Debates on the effect of poverty on brain development in children and its implications for learning have been raging for decades. Research suggests that poverty affects brain development in children and that the implications for learning are more compelling today given the attention the issue has attracted. For instance, studies in the fields of cognitive neuroscience, educational neuroscience, and developmental psychology have shown that living in poverty may indeed change how the brain grows and develops and may have implications for learning through adulthood and professional opportunities. This paper argues that living in poverty may put pre-school and school-aged children at health risks and behavioral problems in the classroom as it upsets brain development. Drawing from available pertinent literature, this paper will through descriptive design and in-depth analysis identify areas of the brain affected by poverty, implications for learning, and recommend possible ways teachers can apply their knowledge of the brain in the classroom to ameliorate the challenges faced by children living in poverty.