A small but growing cadre of schools and districts across the nation are turning to interventions rooted in brain science to complement or replace core curricula. Such programs target a related set of cognitive processes, known as executive function (EF), that are key to learning. Executive function skills are essential for planning, executing, and monitoring goal-directed behavior, and are therefore central to problem-solving and learning. While all students can benefit from these programs, because of a strong connection between trauma, poverty, and altered executive function, students in schools and districts in areas of concentrated poverty may benefit the most from targeted EF programs. This paper set out to understand the potential for EF training programs to support students in one urban district--Baltimore City Public Schools (BCPSS). It draws from interviews with program developers and administrators in Baltimore and other districts to understand the use of evidence-based and promising EF programs and gather lessons learned and recommendations for interested schools and districts.