Genetic research has provided the most exciting breakthroughs in neuroscience and cognitive science. Partially genetically determined cognitive impairments have been described in people with COMT, 5HT6, BDNF (Swillen et al., 2000; Moss et al., 1999, Henry et al., 2002, Bilder et al., 2002) Selective inhibitors of COMT proved to improve cognitive function in animals and in patients with Parkinson's disease (Carlsson, et al, 2000). Recent studies suggested that variation in COMT activity might have neurobiological effects specific to the prefrontal cortex; the COMT (Val) allele with high activity impairs tasks of prefrontal cognition in people with schizophrenia (Egan et al., 2001) and higher loading of the COMT (Met) allele is associated with better cognitive performance on attention and processing speed in people with chronic schizophrenia (Bilder et al., 2002). Moreover, prefrontal dopamine levels are increased in COMT knockout mouse model (Gogos et al., 1998). This suggests that in people who have heterozygosis on COMT, dopamine levels could be abnormal. Thus, variation in COMT expression could also affect performance on prefrontal cognitive tasks. In the previous study, we found the neuropsychological profile in students with COMT (Met) allele is better in object perception, problem solving and planning, and abstract and social thinking (Henry et al., 2002). 5-HT6 inhibitor has been reported to raise extracellular acetylcholine levels in the cortex and hippocampus (Dawson et al., 2001 and Riemer et al., 2003). Acetylcholine release in hippocampal and cortical regions is known to be important for memory acquisition and retention, and several groups have demonstrated that 5-HT6 blockade overcomes scopolamine-induced amnesia. We hypothesize that variations in COMT and 5-HT6 are associated with genotype that will cause a poor/better performance in cognitive tasks. With the aim to establish the possible correlation between candidate genes (COMT, 5HT6,BDNF, etc) and cognitive ability, which will provide us an understanding on factors and its extent that affect students' thinking, and then develop appropriate teaching models or strategies for assisting students in learning. It seems timely, therefore, to consider how we might implement our increased understanding of brain development and brain function to explore educational questions.