The emerging field of neuroeducation focuses on bridging the fields of neuroscience and education. In order to apply current knowledge, educators must be informed about what is being researched and implemented in the field. Despite the fact that school systems were designed to be a place where students have the autonomy of their own learning, this is not the case in most schools. This problem has negatively impacted students who are guided by what the teacher can do for them instead of learning what they can do for themselves. Neuroscientific knowledge is likely to increase in the coming decade, and therefore it is critical as educators to be informed consumers. The primary purpose of this study was to uncover the potential educational implications of providing students with lessons that encompass a neuroscientific foundation. It was also my intention to examine the perspectives of the teachers delivering these lessons. This study contributes to social change by helping inform educators of the need for an understanding of the effects of neuroeducational pedagogy. This knowledge may result in the confident use of neuroeducational teaching, which may have a direct effect on the increase of student achievement. Findings indicated that educators generally lack awareness about neuroeducation, even though they believe that it is important to understand how the brain works, learns, and remembers. Findings also indicated the importance of and need for professional development on this topic. Limitations of the study were presented and recommendations for future research were discussed.