Today marks the first day of the 2015-2016 school year in many school districts across the nation. The energy, excitement and anxiety among educators, parents and children is palpable just like it is at the beginning of a big race. However, not long into the race it feels as if teachers, students and parents often become frustrated with the student learning car’s ability to stay on course and stay competitive in the race or even stay in the race at all. In the amazing American education race, there is a population of learning car students who are having difficulty following the race course and accessing the great education fuel being offered by educators. These students are often missing the physical components needed to run their learning car effectively. Their bodies lack neurologic and physical foundation maturity to sustain attention, sit still, follow directions, keep their hands to themselves, work independently, speak clearly, develop social skills, hold a pencil and write effectively, learn sight words, learn to decode and rhyme, read and comprehend at the same time, sequence numbers, calculate equations, differentiate money and time concepts, comprehend word problems, and the list grows and compounds! The longer the struggle continues the more success, joy, compliance and confidence become extracted from the learning car and race team. This lack of student readiness for the race is beginning to far exceed the student’s ability to cross the finish line. Both learning car owners and learning car coaches and fuel handlers feel ill equipped to diagnose and repair the learning car. The problem becomes BIGGER as medical, social, environmental, and technological changes including premature birth, birth complications, minimal floor time, increased time spent in infant seats, cars and carriers, increased sedentary time spent using technology, decreased outdoor sensory motor play, and educational standards that often do not align with neuromotor readiness and human development continue to interfere with the foundation skill building process. These learning car struggling students are regular education students in good health, but have experienced some flat tires in the early stages of birth and development and without INNOVATIVE intervention may end up needing special education services just to move forward in the race. If we can think way outside the box and put aside the fear and resistance to change, then neuromotor science could team with education to develop and integrate learning car repair shops into the classroom and schools where we could diagnose and repair the learning car roadblocks, put in place specific motor rituals and routines to efficiently and effectively allow the playing field to even out and give the entire educational race team the opportunity to find JOY in the race to the finish line once again.