Recent research in cognitive neuroscience has yielded a more comprehensive understanding of brain function. The advances in neuropsychological research have greatly added to our understanding of top-down and bottom-up processing. However, top-down and bottom-up processing is a neglected issue in education even though it is a critical component in language, attention, object recognition, and problem solving. Awareness of its role by teacher and student, though, may improve student learning. This article describes a study in which top-down and bottom-up processing were implemented in the science classroom and examines its impact on student thinking and learning.