The irruption of the Neuroscience in the 21st century society has meant a radical change in the conceptualization of diverse aspects. Words like Neuromarketing, Neuropolitics, Neuroleadership, Neuromanagement... are important in the scientific fields and researching at present. Also today we can talk about Neuroeducation, or how to give a new vision on High Abilities from a brain-based teaching way. One of the so-called myths that exist around the learning in the classroom is based on that the human being has predominance in one of the lobes of the brain. The right lobe, associated with creativity, is the brain holistic; while the left lobe is associated with the rational, logical part and the language. Some authors discuss that this predominance is a myth in the field of neuroscience, while others claim that part of the scholastic failure may be attributable to a deficiency in the form in which the contents in the classrooms are taught, not considering the difference of the cerebral dominance of learning. This article tries to throw evidence about whether gifted students have any predominance of brain against certain groups of control, considering gender and IQ variables. Furthermore, using techniques of imaging, including magnetic resonance imaging and scanner, we will intend to develop a map of brain activity at the same time students are dealing with traditional measurement of intelligence tests, establishing what brain areas are activated when solving different sorts of problems, against students who are not evaluated in high ability. This study aims to be a supplement of diagnosis to traditional IQ, concerning this type of population assessment.