Feedback from teachers during in-service courses shows that they are fascinated by neuroscience, as they feel that it has the potential to improve their teaching practice. A previous article of mine in School Science Review reported the first eight messages of the outcomes from a small-scale action research project with primary and secondary science advanced skills teachers (ASTs) in North Yorkshire. The second in this two-part account introduces a further seven messages related to aspects of how the human brain learns that provide credence for the ASTs' exemplary practice.