We have seen rapid development of various brain training methods in the past few decades that quickly became popular among educators, despite the lack of evidence about these products’ effectiveness. Some negative outcomes prompted researchers from both neuroscience and education to develop collaboratively neuroscience-based approaches to educational and clinical practices. This chapter discusses fundamental training-related questions, such as neuroplasticity, transfer, and individual differences and provides a detailed examination of one domain-specific method (i.e., working memory training) and a multi-domain approach (i.e., music training). Based on the findings, we point out how critical it is to determine the specific cognitive or linguistic skills that researchers intend to target with a given training method prior to the beginning of the training process. Further, it is essential to identify the overlapping processing components and underlying neural regions between the training tasks and the post-training measures to achieve transfer to untrained tasks.