Working Memory (WM) refers to a brain system that provides temporary storage and manipulation of the information necessary for complex cognitive tasks such as language comprehension, learning, and reasoning. WM also requires the simultaneous storage and processing of information. WM is directly related to academic performance in the classroom. However, identification of evidence-based strategies to implement in the classroom, specifically WM, is limited in current educational training programs for certificated personnel. Acquired learning without gaps during school-age years would increase if certificated teachers and professionally trained educators were able to identify appropriate strategies. This doctoral project examined literature relevant to (a) development of the prefrontal cortex, (b) Barkley's model of executive function, (c) Baddeley and Hitch's model of WM, and (d) instructional strategies guided by Baddeley and Hitch's model targeted to remediate impaired WM skills. An operational handbook was then created of evidence-based strategies for educators. Certificated teachers and professionally trained educators from California to Massachusetts reviewed the handbook. Findings indicated a bridged understanding between theoretical models of WM and the practical application of strategies in the classroom. Educators' feedback indicated that the concept of WM is critical to their professional role; yet, minimal changes in direct instruction are made regarding implementation of these strategies in the classroom. Implications and future directions for enhancing WM capacity in the classroom are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]