The purpose of this study is to determine the effects of bringing students' prior knowledge and experiences into lessons. The study was given to ten high school students of various ages in a business marketing class. The students were given questionnaires, surveys, and verbal interviews throughout the study aside from their regular daily classes. Measures for this study were based upon the student responses and impacted grades that resulted from better student understanding. The findings from this study determined that using students' schemas can assist in clear comprehension of new material. Incorporating student schemas into new material will help teachers ensure that their students thoroughly understand and apply newly learned knowledge.