Introduction Brain SMART refers to a program used to promotes the practical process of effective teaching and learning through the understanding of the translating implications of the brain as well as a student’s achievement in research. The program has been applied in many state departments of education and high achieving school districts across Canada and the United States with scientific research conducted on the program proving that both the brain and body functions are integrated. Successful achievements in-class work is enhanced by understanding the learning components and good strategies used in teaching. ( Ronald.F. 2006). This paper gives evidence of accomplishments achieved through the Brain SMART program in new learning and also refers to the research that has had the greatest professional impact for me as an educator. In addition, the paper also gives examples of the correlation between the coursework and the National Board Standards. Discussion Research undertaken over the last ten years has greatly influenced my approach as an educator, to the learning process of each individual student. For some educators, being able to rewire someone’s brain so that there are no limits to what they can learn seems almost impossible but research indicates that trying to make constant creation of new neural connections, and using the existing ones to make them stronger and efficient, plays an important role in helping students to reach their full potential. The academic and emotional aspects of learning work together through the understanding of two levels in the learning process. Strategies that are used to implement the Brain SMART program and that will be discussed in this paper include; the Brain SMART Science Structure and Strategies, Thinking for Results, Differentiated Instruction, Courageous Learning and Achievement, and Classroom Management in Students. Brain SMART Science Structure and Strategies In this strategy, Howard Gardener’s theory on Multiple Intelligence(s) is applied; a theory that has been very instrumental in helping me identify both the strengths and weaknesses of my students. This is because after understanding the eight kinds of intelligence(s), I have gained the ability to connect well with my students and have become more observant of each child and their approach to learning. These kinds of intelligence are namely Verbal-Linguistic, Logical-Mathematical, Spatial, Musical, Interpersonal, Naturalistic, Existential and Bodily-Kinesthetic. It is essential that educators understand a student’s multiple intelligence(s) if they desire to achieve excellent results in their work, they need to address the student’s multiple (Gardner, 1983). It has been observed that the Montessori environment of learning in which each child is taught as an individual, runs parallel to Gardener’s theory of learning. As a teacher, I address the different bits of intelligence by making sure that they are integrated into my lesson planning. I try to achieve this by going over my lesson plans on a daily basis and listing beside them what kind of multiple intelligence(s) I will be applying for each lesson. This has assisted me to adopt various methods of teaching and to enhance creativity in