This volume has sought to identify promising areas of research in which educational research and cognitive neuroscience could come together. It is clear that we are at the edge of an exciting new field of research. This has also been stated in recent papers in the neuroscience and cognitive science field (e.g., Ansari & Coch, 2006) in their paper on the need to build multiple bridges between cognitive neuroscience and education). At this very moment, the new domain is promising but there are as yet not many findings which have direct consequences for educational practice, though some of them may have consequences of educational research. There are some recommendations for implementation of neuroscience findings in education which have a more ‘general’ character, other studies are at a level of detail that abstractions to educational research (and certainly practice) still need to be made; yet, there are not many findings which can directly be translated into educational design. As early as 1991, Caine and Caine (1991) presented 12 recommendations for education based on neuroscientific research. These recommendations include statements such as: all learning is physiological, the search for meaning is innate; the search for meaning occurs through patterning; emotions are critical to patterning, learning is developmental etc. Current recommendations often equal Caine and Caine’s recommendations in terms of generality and a lacking overall view.