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Educational neuroscience, also known as brain-based learning, is a novel discipline for educators and has, to date, being visible only as an academic discussion focus. Different lookouts, influences, and thoughts are thus simply noticeable in reviews. In recent decades, researchers in educational neuroscience have been captivated by the manner the brain is able to process scientific critical thinking, an indispensable 21 st century competency. They tried to propose an explanatory model for how the brain processes critical thinking skills, necessary in science learning. Although these models are starting to clarify how the brain works, they failed so far to make a strong impact on the field of science education. This research offers an insight into the research, on the use of neuroscience to teach science to middle school students in a Portuguese International School. The study investigated the effect of educational neuroscience on academic outcome and retention of previously acquired knowledge, inside Science laboratory classrooms. The authors also explored the relationship between experimental learning and the enhancement of creative problem solving (higher-order cognitive) skills in the classroom. The results favored the neuroscience learning methodologies. Finally, it supports the application of neuroscience in the laboratory classroom, and aims to explain how the laboratory classroom should be prepared for a successful educational neuroscience approach.