As biomedical cognitive enhancement becomes more popular in competitive contexts such as schools, teachers and administrators will face new challenges related to cognitive enhancement and cognitively enhanced students. In this dissertation, I identify five of the most pressing ethical challenges presented by cognitively enhanced students in a school setting. These challenges are difficult to think through, but school personnel will need to grapple with them to make decisions about cognitively enhanced students. After identifying these five ethical challenges, I examine how Sen and Nussbaum's capability approach can help teachers and administrators think about cognitive enhancement and cognitively enhanced students. I show how the insights provided by the capability approach can be used to think through some of the ethical challenges presented by cognitively enhanced students in an educational context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]