Brain-Based Learning is one of the many strategies which educators utilize when teaching. Prior research conducted over Brain-based Learning has demonstrated a difference between how students learn based on the gender of the student. Additionally, prior studies have been performed over perceptions of Brain-Based Learning. However, the researcher was unable to find studies conducted which delve into the perceptions of third-grade educators utilizing Brain-Based Learning in the classroom to determine how the educator's gender or whether the school is Title I or non-Title I funded affect perceptions. Through the use of a state-wide survey, this study investigated the perceptions of Missouri third-grade educators regarding Brain-Based Learning. The purpose of this quantitative research was focused on third-grade educator's perceptions of Brain-Based Learning and how gender and Title I funding influenced perceptions by utilizing the Brain-Based Learning Survey Questionnaire (BBLSQ). Findings indicated there is an effect with third-grade educator's gender, based upon female educator's higher perceptions of Brain-Based Learning. The goal of this study was to help educators in the field of education gain an understanding of how the brain functions and the differences between the male and female brain. The study was conducted to help administration provide opportunities for teachers to participate in Brain-Based Learning, but also actively motivate students to take ownership in their own learning as well. [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.]