This study, which aims to determine social studies and primary school teachers’ awareness of the brain based learning approach, sets an example for phenomenology, one of the qualitative research designs. The study group of the research consisted of 40 teachers selected through convenience sampling. The study group, which included 20 social studies teachers and 20 primary school teachers, was formed in line with the principle of voluntary participation. In the research, a questionnaire consisting of open-ended questions was used as a data collection tool. The first part of the questionnaire includes items to determine the demographic characteristics of the teachers in the study group, and the second part includes questions to determine the teachers’ knowledge, awareness, and practices regarding the brain based learning approach. The collected data were analyzed by content analysis, and the data were categorized by creating codes and themes. When the findings were examined, it was seen that teachers generally define this approach as an approach which considers the working principles of the brain and is based on the process of learning in the brain. Teachers stated that there should be sufficient tools and equipment in learning environments suitable for this approach and that the teacher should be in the position of a guide in the learning process. The results of the research showed that a small part of the social studies teachers and most of the primary school teachers teach their lesson in accordance with this approach. Teachers who expressed that applied this approach in their lessons stated that the intensive curriculum is the basic problem they have encountered in this process.