The purpose of this quantitative study was to investigate Brain Based Learning (BBL) techniques in teaching science. Participants included 216 K-12, full-time, regular education teachers from 8 Northeast Tennessee school systems who taught at least 1 science class. Specifically this research was guided by 7 research questions on teachers’ perceptions and practices in teaching science. Data were collected by a survey that consisted of 82 statements where teachers rated their level of agreement and was distributed online via Survey Monkey. The first portion of my survey included demographic identifiers, teachers’ knowledge of the term BBL, and inquiries regarding science background and training. The remainder of the statements were focused on teachers’ perceptions and practices of BBL strategies in teaching science. The final item was open-ended and allowed teachers to share comments related to teaching science. For statements 6-81, participants responded by using a 5-point Likert scale that ranged from 1 (strongly disagree) to 5 (strongly agree). Quantitative data were analyzed with a series of independent samples t tests, one-way analysis of variance tests, and a Pearson correlation coefficient. The results of the study indicate that teachers’ perceptions are positively correlated to their self-reported practices. Females, in general, and elementary teachers tend to practice BBL strategies in teaching science significantly more than other subgroups.