Educational neuroscience bridges research in neuroscience and in educational theories and practices (Amran et al., 2019). The science behind how the brain learns informs educational approaches that can be applied in the classroom (Howard-Jones, 2014). Prior research has focused on teachers' knowledge and applications of educational neuroscience, with scant research into how informing instructional leaders on educational neuroscience concepts might inform practice for those under their span of care (Wang, 2019). Therefore, the purpose of this study was to explore the perceptions of instructional leaders in relation to educational neuroscience and its applications to teaching after attending a conference about learning and the brain. Educational leaders play a key role in the process of being change agents with pedagogical practices (Hallinger, 2012). Their roles include being instructional leaders who determine professional development opportunities for the teachers at their school sites, thus making it possible to implement the practices of educational neuroscience. This study employed Hallinger's PIMRS model (2012) as a framework for understanding how instructional leaders can leverage their position to implement instructional change at their school sites as they incorporate what they learn about educational neuroscience. A qualitative case study research design was used for this study. Ten participants who worked in various roles as instructional leaders were selected via purposeful, snowball sampling at the conference based on educational neuroscience. Two semi-structured interviews were conducted with each participant, and the resulting transcripts were utilized as the primary data source for this study. Thematic analysis was conducted in three rounds of coding, using Dedoose to facilitate the analysis. As a result of the analysis, three themes emerged: Educational Neuroscience "Confirms the Path," We Need Each Other to Learn, and Sharing the "Why" Enables Leaders to Overcome Barriers. The data suggested that the participants in this study perceived educational neuroscience as confirming the "path" to take when making instructional decisions. After attending the conference, they saw the connection between education and neuroscience and recognized that bridging these two fields provided scientific backing for strategies that work in education. Furthermore, these instructional leaders understood more fully the extent to which learning is a social process, noting that the student/teacher relationship should be fostered and that students should have a voice in their learning. The time of this study was during the aftermath of the COVID-19 pandemic where these instructional leaders had already encountered the negative effects of students learning in isolation. While this factor increased participants' receptivity to information about the social aspects of learning, this time period also involved significant challenges at participants' school sites, which acted as barriers to their efforts to share their learning about educational neuroscience with their teachers. Due to the aftermath of the pandemic, leaders were dealing with both extremely negative behaviors from students and staff shortages. Despite these barriers, some of the leaders were able to disseminate some of what they had learned at the conference with teachers, and all participants had plans to incorporate educational neuroscience into future training. Participants discussed that making changes would be a long process and that they would need to start by sharing the "why"--by convincing their staff that educational neuroscience was relevant and meaningful for instruction and learning. The findings of this study suggest that targeted incorporation and training of educational leaders may be one way to bridge the gap that remains between educational neuroscience and its application to teaching practice. For venues such as the conference about learning and the brain, conference attendees would benefit if speakers would partner with practitioners, especially instructional leaders, to understand how educational neuroscience more fully can apply to a classroom setting. Future research might focus further on the potential role of instructional leaders in facilitating greater application of educational neuroscience. [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.]