In recent years there has been much interest in investigating potential links between the structure of the brain and differing educational outcomes for males and females. The OECD report, Understanding the Brain: The Birth of a Learning Science (OECD, 2007b), synthesised progress on the brain informed approach to learning (that is a detailed consideration of the relationship between the structure of the brain and a child’s capacity and approach to learning) and addressed a number of key educational issues. There are, indeed, functional and morphological differences between the male and female brain. The male brain is larger, for instance, but when it comes to language, the relevant areas of the brain are more strongly activated in females. Determining the importance of these differences in structure is extremely difficult. No study to date has shown gender-specific processes involved in building up the networks in the brain during learning.