Within educational research, there is a growing interest in using neuroscience methods such as electroencephalography (EEG) and event-related potentials (ERPs) to probe neural mechanisms underlying students' learning and development, in natural, school-based settings. The results of these studies are beginning to appear in educational, psychological, and neuroscientific journals. It is therefore becoming increasingly apposite that all educational researchers (not only educational neuroscientists) have a foundational understanding of this methodology, to utilize the evidence stemming from such research and incorporate it into their own research and practice. The current chapter introduces a school-based research project, published in a "Nature"-partnered journal, that combined ERP technology with other educational research methods (survey and direct observation) to investigate young children's (3 to 6 years old) early moral and empathic development. The chapter outlines some of the necessary procedures required when conducting EEG and ERP research in school-based settings. The case study presented is of particular interest in describing and discussing in detail research undertaken with very young, preschool children, which poses particular methodological challenges and ethical issues for researchers. The chapter also details the practical strategies the researchers adopted in seeking to design an inclusive and participatory school-based EEG study, involving not only children, but also parents, teachers, and school leaders in ways that enhance their understandings of how the young brain learns and develops. The study was founded on a view of education as discrete science in its own right (not a derived science or social science), where research should be directed towards enhancing our understanding of children's learning and development. [This content is provided in the format of an e-book.]