The problem was the commonly held belief that lack of confidence, preparedness, educational neuromyths, and little or no professional development are factors that impede early childhood teachers' implementation of brain-based learning strategies in the daily curriculum design structure. This qualitative narrative inquiry aimed to explore perceptions and stories of early childhood teachers' regarding the previously mentioned barriers. The study's framework was constructed to understand participants' perceptions and explore how they influence outcomes. The brain-based learning theory is a strategy that addresses the importance of the learning environment to encourage neurological activities; meanwhile, the techniques focus directly on the student's abilities as a learner. This worldview was used to identify and interpret various early childhood teachers' perceptions of brain-based learning and brain-based education science and how this knowledge affects student achievement. To answer the research questions, the study used a qualitative method and narrative inquiry design. The participants were seven Pre-K-third grade early childhood teachers from both public and private institutions. The participants had an average of 24 years of experience as educators, ranging from a minimum of eight years to a maximum of 40 years. As early childhood teachers specifically, participants had an average of 14 years of experience, ranging from a minimum of five years to a maximum of 33 years. The verbatim transcripts of the audio-recorded interviews and the document review data were imported into NVivo 12 computer-assisted qualitative data analysis software for inductive, thematic analysis. The key findings were that all seven participants believed teachers needed additional professional development to implement brain-based learning with fidelity. The recommendation to address teacher and administrator unpreparedness was that additional training in brain-based learning should be provided in professional development. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]