This dissertation details the experiences of eight teachers who use Whole Brain Teaching (WBT) in their classrooms. Teachers were asked questions regarding factors that impeded the implementation of WBT, administrators' perceptions prior and after the implementation of WBT, and students' reactions to the implementation of WBT. Since teachers taught in a variety of settings including in the United States, Australia, and United Arab Emirates, discoveries were made about the efficacy of WBT in an array of difference locations and student populations. Data surrounding teachers self-reporting of students' socioeconomic and demographic backgrounds as well as the impact of WBT on English Language Learners and Special Education students was also collected to determine if these factors impacted the efficiency of WBT. Additional data was collected to conclude if Special Education and English Language Learners reacted differently to WBT than those students who are not part of these subgroups. Research gathered and analyzed in this study indicated a level of consistency in the use of WBT in the classroom as it pertains to instructional techniques and classroom management. The research also detailed improvements in student behavior, increased levels of student engagement, and high levels of teacher satisfaction with WBT's tenets. [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.]