In order to effectively use MRI as a tool of diagnostics, it boils down, to the understanding, of the basics of the spins i.e., the magnetic dipole moments of nuclei, etc. and their interactions with the input RF radiation. To understand the interaction of the spins with each other and with the environment(including the applied RF radiation) and convey the message through the carrier(RF) wave, needs an awareness of the underlying QMcal principles. So the scenario of learning about MRI is really a complex one. But do not despair. Where there is right will, there is right way. The PCM wizards(the quantum ones) over the last century have put the problem on a strong footing. This is the footing of easier understanding. This chapter tries, to alleviate the problem, of education about MRI. One keeps in mind, that there is a wide variety of readers, who are interested in learning. The mathematical formulations and computer simulations have been worked out, to predict results of imaging, in particular situations. This has made the learning a bit easier. The MR systems of imaging are not yet developed, to the stage of perfection, one would like them to be. One should not forget MRI machines we see today, are the results of research and development efforts, spread over many decades. But it has never been a part of populous education. This chapter tries to create a ground for it. The benefits enjoyed by the society, because of MRI, are enormous. There are some not so clearly visible. The exposition, both in respect of wealth generation, and the medical well being, of the society can be seen. There are other benefits, like understanding the basic science of the human brain. In particular to mention, is the advantage of non-invasive diagnostics of human brain disorders. The difficulties, a scientist faces in RF imaging of brain, are very cumbersome and demanding. Here one has to translate, what is happening on atomic scale, in the object scene, into an image, which can discern defects(disorders), as compared to normal brain. The time domain of the image is very important. In MRI one is trying to visualize, the chemical and physical activities, of the atoms and molecules that are going on, all over the brain, and at all times. The problem here is not just skin deep. You see, the energy exchanges, between nuclei, atoms, molecules, are governed by the quantum mechanics(QM) of the nuclei, molecules, etc., and are observed through, their spins. Thus one needs to have a reasonable good understanding of physics and mathematics of the QM. Learning QM(the mechanics of atoms and molecules) is no more difficult, than learning the Newtonian Mechanics (NM, the mechanics of large rigid bodies). Unfortunately QM, has not yet formed, the basis of the school level learning. This was done for the NM learning, long ago. The NM learning process is more than a century old now. The QM itself is about a century old now. It is time to disseminate it, on a much wider scale. That is where the problem lies; in the slow progress, in the MRI.It is a serious problem to disseminate, the enormous wealth of knowledge of QM(MRI), at an ordinary person's level. This traces back to the fact that, there has been complete lack, of education about the QM at the secondary education level. It is not so in the case of NM. The policy decision about the expansion of QM(MRI) education right from the lowest level remain in complete jeopardy. Most of the imaging literature is disseminated, at a much higher level of knowledge. That makes it difficult to understand, for the non-advanced(insufficient PCM background) readers. What is seen in the research literature, is, the information in terms of, the structure of applied static and RF magnetic fields, the architecture of sequence of waves, etc., etc. The gradient magnetic fields in x, y, z, directions, are only emphasized as sources, to encode the nuclear spins in space and time, etc. The spin physics behind the scene is hardly a matter of much exposure, in the recent research literature. In writing this chapter, this particular problem, has been tried, to be attended to. The exposure, in this chapter, starts from the lowest level. This is as to know how the information is encoded through the nuclear spins. It is also included in this chapter, an introduction as to how the spins are treated as a QMcal ensemble in the brain. The information returned from the object space carried by the waves is returned as echoes. This at the surface is only a crude representation of the scene.