The purpose of this qualitative case study was to explore teachers' perceptions of the nature of a professional development (PD) neuroscience course on learning and how teachers perceived the influence such training had, if any, on their practice. The study background was based on the question whether neuroscience of learning knowledge will inform the practice of teaching and classroom instruction. Illuminating teacher perceptions on professional development on the neuroscience of learning was the problem for the study. The conceptual framework for this study was a model of effective professional development by Desimone and Garet. The research questions addressed teacher perceptions of the nature of a PD neuroscience course and the training's influence on their teaching practice. Data collected for this study included a demographic survey, semi structured interviews, focus groups, and observations of the teacher participants. The sample for the study was selected purposively and comprised of 12 elementary teachers in a private school located in southern California who had participated in a PD on the neuroscience of learning. Transcribed data was analyzed through thematic analysis in which themes from the coded data were identified. The findings from this study illuminated themes that teachers perceive effective PD does need specific structures, follow up is critical, effective PD neuroscience courses need certain components, and PD on the neuroscience of learning is beneficial for teachers. This study elucidates considerations for stakeholders in creating effective PD neuroscience courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]