Social-affective neuroscience is revealing that human brain development is inherently social--our very nature is organized by nurture. To explore the implications for human development and education, we present a series of interdisciplinary studies documenting individual and cultural variability in the neurobiological correlates of emotional feelings. From these studies, we derive educational research hypotheses and a theoretical framework that facilitates integrating sociocultural and neurobiological levels of analysis. Our overarching aim is to begin to conceptualize a role for neurobiological evidence in educational studies of sociality, emotion, culture, and identity. Overcoming the historical distance between educational and neuroscientific research on social-affective development would enable a more complete science of human experience and enhance appreciation of cultural learning, benefiting both fields.