Schizophrenia is a chronic and profoundly disabling psychiatric disorder [1]. Current estimates suggest that 70–80% of people with schizophrenia in the US are unemployed at any one time, and only half of the 1% with schizophrenia who receive government assistance ever remove themselves from entitlements [2]. Schizophrenia is characterized by a constellation of psychiatric symptoms that disrupt the capacity for independent living and, consequently, require substantial mental health resources to mitigate the impact on society. The traditional description includes irrational and bizarre beliefs, auditory hallucinations, disorganization in speech, reductions in expressed affect and speech production, and impaired initiation and motivation [3,4]. In the last 2 decades, evidence has shown that the majority of people with schizophrenia also exhibit profound neurocognitive deficits in attention, learning and memory, problem-solving, and processing speed [5–7]. These neurocognitive deficits are present at disease onset, are resistant to the effects of psychotropic medication, and persist into senescence [8,9]. Furthermore, there is a growing body of empirical literature that suggests a close relationship between these neurocognitive deficits and functional status in schizophrenia. Studies that have evaluated both clinical symptoms and neurocognition in the same patient samples have shown that symptom ratings typically have a modest association with functional status, while neurocognitive status strongly correlates with social problem solving, psychosocial skill acquisition, and community status [10,11]. To this end, the efficacy of cognitive training in schizophrenia has been receiving considerable notice in the empirical literature [12], as studies have found that cognitive impairments in schizophrenia are amenable to neurocognitive rehabilitation strategies and that those improvements can impact functional ability [13,14]. The aim of this article is to present a brief history of neurocognitive rehabilitation in schizophrenia, describe various models and approaches to remediation that have emerged in the last 2 decades, and, finally, detail imperative instructional and treatment factors relevant to outcome, including description of a widely disseminated motivation-based remediation program.