The purpose of this dissertation was to assess K-12 teachers' perceptions of knowledge, beliefs, and practices toward brain-based learning strategies, how their knowledge relates to their beliefs and practices, and how their beliefs relate to their classroom practices. This research also investigated relationships between teachers' gender, years of teaching experience, grade level taught, their level of education and teachers' knowledge, beliefs, and practices of brain-based learning. The participants were 110 volunteer K-12 teachers from a rural Tennessee public school district. The teachers were administered a survey that was developed by Klinek (2009) and modified by this researcher to collect specific data about teachers' classroom practices and their beliefs about high-stakes testing. The results of hypothesis testing using Pearson r found a statistically significant relationship between teachers' knowledge of brain-based learning and practices, teachers' knowledge and beliefs, and teachers' beliefs and practices. The results of a four way analysis of variance did not find any statistically significant relationships between the teachers' gender, grade level taught, years of teaching experience, their level of education and teachers' knowledge, beliefs and practices of brain-based learning. The results of this study revealed that teachers who are knowledgeable about brain-based learning and have strong beliefs about it will be more likely to utilize brain-based strategies. Descriptive statistics also indicated that teachers lacked knowledge about brain-based learning but believed in and utilized brain-based learning practices. It is recommended that teachers and administrators should be provided with professional development opportunities focused on neuroscience, cognitive psychology, and brain-based learning practices. For future research, it is recommended that a qualitative study on those research based practices that teachers most frequently use be implemented. This qualitative study would gather data from teachers using their written statements and reflections to gain insight into teachers' beliefs about the process of learning, and about any limitations in incorporating brain-based strategies. Another recommendation for future research would focus on the perceptions of principals about brain-based learning. [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.]