This study aims at reviewing how Brain education personality program influences development of personality and school adjustment ability of elementary school students who are subject to educational welfare priority support for growth of educational disadvantage students who have no effective education. For this purpose, the specific research questions are made as follows: First, Brain education personality program will show significant differences upon development of personality of elementary school student. Second, Brain education personality program focusing on experiences will show significant differences among experiment group, control group, and comparative group. In order to verify the research questions, 20 students of experiment group who are subject to educational welfare priority support, 26 general students of comparative group, and 28 general students of control group in elementary schools, and brain education personality program was conducted on them in S elementry school. The Brain Education Personality Program, which used to be based on the principle of brain education, was applied to the study of brain education character programs that emphasize the importance of hongik practice education which is not centered on knowledge transfer. For processing data, to verify the homogeneity among the experiment, control, and comparative groups, ²test was conducted. For verifying effects of brain education personality program focusing on experiences, covariate distribution analysis was made, based on points of pre-test and post-test about personality and school adjustment ability. For summarizing the study results, personality showed the effects of group in order of the experiment, comparative, and control groups, and there were interactions between pre-test and the groups. These results show that Brain education personality program has the positive effects on improving the self-esteem.