There is now considerable evidence to support the Relational Frame Theory (RFT) position that arbitrarily applicable relational responding or relational framing is the core behavior that characterizes human language and cognition across contexts. The capacity to frame relationally correlates with linguistic and cognitive performance more generally and specifically with measures of both intellectual ability and educational attainment. It makes sense therefore, that, by training relational framing, intellectual performance and educational attainment can be enhanced. The current chapter reviews current research in support of this exciting proposition.