At the outset of a new century, an increasingly helpful source of information for classroom planning is the emerging field of neuroscience. While still evolving, insights from this area are increasingly illuminating in understanding how students learn and why particular practices do (or don’t) work. This session examines findings from neuroscience related to differentiated instruction with the goal of helping educators understand more fully how the brain responds to curricular and instructional decisions for high-performing and high-potential learners.