The specialty of neurocritical care developed out of a need to care for post-neurosurgical patients and polio patients around the turn of the twentieth century. However, it was not until 2005 that the United Council of Neurologic Subspecialties (UCNS) formally recognized neurocritical care, providing the first examination for subspecialty certification. The advent of formal training demanded an outline of specific criteria for management of neurologic and medical sequela of neurologic injury and surgery. Core cognitive and procedural domains are now outlined and are a prerequisite for certification in neurocritical care, with board certification possible through UCNS. Fellowship training programs are required to evaluate their programs’ rigor and ability to meet these requirements to ensure they are training the highest quality trainee. Lastly, an approach to the adult learner is provided, targeted at educating within critical care generally and neurocritical care more specifically. In this chapter, we will touch on fundamental concepts of education important for medical educators, including strategies for effective delivery of material, evaluating trainees, and providing effective feedback.