This study aims at investigating the beliefs of female science teachers in cycle two basic education schools regarding the strategies associated with principles of Brain Based learning and the relationship of these beliefs with the classroom practices. This study is also concerned to reveal the effect of the two variables, namely teachers preparation institution and the teaching experience, on these beliefs. The sample of the study involved 30 female science teachers in cycle two basic education schools at the academic year 2008/2009 in Al-Batinah South region. To achieve the study aims, the researcher has used two instruments: . Classroom observation checklist: the observation protocol was made of 24 items classified under the 12 principles of brain-based learning. 2. Beliefs scale instrument :made of 36 items under the 12 principles of brain based learning. To enhance the reliability of the observation checklist, it was applied using the test-retest technique on an outside sample, other than the original sample of the study. Kindle correlation coefficient was (0.73). Pearson correlation coefficient was (0.90). To measure the reliability of the beliefs scale instrument, Cronbach alpha coefficient of internal consistency reached (0.90). This means that the two instruments were reliable to be used for the aim of this study. The study results revealed that: The female science teachers belief towards the strategies related to principles of brain-based learning reached mean of (4.24). This shows a strong be these teachers held about the strategies related to brain-based learning. However, there were no statistically significant differences at level (0.05>a) between the means of beliefs of female science teachers using brain-based learning, that might be attributed to the variance in preparation institution and their years of experience. The means of the use strategies related to principles of brain-based learning by female science teachers reached (0.72). This means that the sample of the study practiced the principles of brain-based learning with a high degree. However, there were no statistically significant differences at level (0.05>a) among the means of female science teachers practices using brain-based learning in classroom, that might be attributed to the variance in preparation institution and their years of experience. There was no statistically significant correlation relationship at level (0.05>a) between the beliefs of female science teachers on these strategies and their classroom practices. According to the results of this study, it is recommended that principles of brain based learning are included in teacher preparation programs at the pre-service stage as well as in in-service teacher training programs. More research is also recommended on the same topic,