In order to understand how students learn, it is imperative to understand the neuroscientific implications involved in the learning process. According to biochemist and teacher James Zull, learning produces physical changes in the brain (Zull, 2004). Contrary to what was previously thought, the brain continually changes its own wiring throughout life, reshaped and shaped by our experiences (Zull, 2004). In fact, a recent neuroscientific study demonstrated changes in the human brain generated by learning (Zull, 2004). Many educators might wonder what causes these changes in the brain when we learn. Well, the answer is practice and emotions (Zull, 2004). In order to understand how practice and emotions play an important role in the learning process, we need to understand the neuroscientific underpinnings of both. For example, thanks to neuroscience, we know that positive emotions during learning are generated in the parts of the brain most used when students develop their own ideas (Zull,