The purpose of this literature review is to look at brain research and its effect on educational practice. For the last several years, educators, parents and policymakers have become increasingly interested in the potential role of positive early childhood experiences in promoting a child's emotional and intellectual well-being (Ellison, 2001). While this growing interest in early childhood and the impact of early life experiences is unquestionably a good thing, it has also contributed to the spread of sometimes inaccurate and frequently misunderstood information about what conclusions can be drawn from our knowledge of brain development (Fogarty, 2002). This review looks at the implication of brain research and examines the relationship between the functionality of the brain, multiple intelligences and the educational practices occurring in our schools on a daily basis. Gardner's theory classifies human intellectual competencies in a totally new way, with more specific criteria than the traditional choice between "verbal" or "mathematical" (Hanson; & Hyun). Ellison (2001) states that Gardner proposes that intelligence cannot be described as a fixed quantity, but rather can be trained and increased. Ellison further states that each specific intelligence is independent from the others and can improve independently with use. Gardner's system of classification has already had a significant impact on how we think about the learning process, teaching, testing and even the nature of thought itself (Hanson). Included in this review are each of Gardner's intelligences and how these can be used in educational settings to assist children understand and achieve in a manner tailored to their learning styles and functioning abilities.