To understand how students learn, it is critical 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). Unlike previously thought, the brain continually changes its wiring throughout life, reshaped and shaped by our experiences (Zull, 2004). In fact, a recent neuroscientific study demonstrated the change in the human brain generated by learning (Zull, 2004). Many educators may wonder what causes these changes in the brain when we learn. Well, the answer is practice and emotions (Zull, 2004). To understand how practice and emotions play a significant role in the learning process, we must understand the neuroscientific basis of both. For example, thanks to neuroscience, we know that positive emotions in learning are generated in the parts of the brain that are most used when students develop their ideas (Zull,