Whether by using the most sophisticated scanning techniques or subtle psychological tests, experimenters were able to delve into the human brain and attempt to understand the way it learns. Research in neuroeducation focuses essentially on the teaching-learning activity by striving to produce, as far as possible, a precise comprehension of the cerebral mechanisms of cognition. The present article proposes a thoughtful reading of the act of learning in the light of the contributions of cognitive sciences and neuroeducation, passing essentially through biology and psychology.