This study examines the effectiveness of Neurocognitive Based Concept Mapping (NBCM) on students' learning in a science course. A total of 32 grade IX of high school Central Board of Secondary Education (CBSE) students were involved in this study by pre-test and post-test measurements. They were divided into two groups: NBCM group as an experimental group and non- NBCM group as a control group. Both the groups were pre-tested with the basic knowledge on the topics "The fundamental unit of life & Is matter around us pure" before instruction. The control group was treated with routine traditional method of teaching whereas the experimental group was instructed with NCBC for three weeks. The researchers were developed a new strategy of teaching science through advanced concept mapping called Neurocognitive Based Concept Mapping for the first time and this strategy was adopted to the experimental group in the post test. The results were analysed using Sciences statistical techniques by Statistical Package for Social Science (SPSS) software. The experimental study revealed that extremely statistically significant between pre-test and post test at 0.01 level of significance. Hence neurocognitive based concept mapping strategy enhances the students to secure good scores and this strategy can be implemented to various level of subjects as well as students.