This paper presents a research project designed for 7th–8th Harmos students to help them better understand how the brain works and how learning happens. Through the collaborative creation of a theater play, slideshows, and group activities, the teacher aims to develop students’ metacognitive knowledge, learning strategies, and a more dynamic view of intelligence. The theoretical framework is based on educational neuroscience, including attention, memory, executive functions, neuroplasticity, emotions, and stress regulation. Although the study has some methodological limitations, it highlights the educational value of theater as a tool to improve motivation, understanding, and student autonomy.