American K-12 public teachers are leaving the field of education in record numbers. This lack of teacher retention negatively impacts student achievement. Teacher turnover intentions have been found to be an indication of potential attrition. Research on brain-based learning reveals new opportunities to decrease teacher turnover intentions by assisting novice teachers, in their first five years of teaching, with high Adverse Childhood Experience (ACE) scores in learning about the two-factor non-cognitive trait of grit. This embedded mixed methods study investigated brain-based learning as an effective intervention to teach grit to novice teachers with high scores on the ACE Scale with a at a small sample (N=10) of K-12 public school novice teachers from the state of Texas. The study collected both quantitative and qualitative data to determine if there was a change in the teachers' knowledge of grit as the result of completing a developed intervention module and the impact of the intervention module on the teachers' turnover intentions. Data was collected through pre-intervention and post-intervention assessments of the Grit-S and the Fixed Mindset Measure as well as through questions that were embedded in the intervention module to record data on teacher turnover intentions. Additionally, qualitative data was collected from six participants who participated in semi-structured interviews which provided data on teachers' lived experiences with grit in their careers. The study found no statistically significant results that grit could be taught to the targeted population or that knowledge of grit impacted their turnover intentions. However, qualitative data supported that teachers did increase their knowledge of grit, that brain-based learning strategies enhanced their learning and motivation, and that knowledge of grit impacted a teacher's turnover intentions. Finally, teachers described their lived experiences with grit as defined by passion, perseverance, and determination. This research study adds to the existing research related to grit, teacher turnover intentions, the use of brain-based learning strategies, and ACEs as the findings provide insight into the ways that novice teachers described their lived experiences with grit as it pertains to their careers. [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.]