This thesis describes the physiological reasoning for teaching heritage education to elementary aged children and discusses the importance of learning about heritage education at an early age. A summary of the major theories proposed for cognitive development in children are explored and discussed as they relate to teaching elementary aged children. Freeman Tilden's proposed principles for interpreting heritage education programs are discussed and the commonalities and important points are outlined. A survey was developed and issued to several historic preservation organizations. The questions posed in the surveys, a justifications for the basis of each question, as well as the responses to these surveys are included. An analysis and conclusion of those survey results is discussed and a correlation developed between the results and the thesis questions posed, why is it important to teach heritage education to elementary aged children and how do we best teach them.