This study aims to examine the attitudes of Arab teachers in the country toward facts and myths about the brain, based on variables such as age, professional seniority, educational specialization, gender, school stage, and the teacher’s role in school. It emphasizes their understanding of brain function and its impact on teaching improvement. The study employed a descriptive-analytical approach using a questionnaire consisting of 76 items, addressing various aspects such as teachers’ perceptions of facts and myths, brain performance, the role of the brain in learning difficulties and disorders, the relationship between brain regions and education, brain characteristics, and topics such as brain efficiency and the connection between brain disorders and learning difficulties. The questionnaire was randomly distributed among the study sample of 939 teachers from various specializations. The results revealed a high prevalence of brain-related myths among teachers, with a significant portion adopting misconceptions regarding brain functions and their influence on learning. These included auditory or visual learning, as well as the notion that the brain operates in a strictly divided manner between the right and left hemispheres. No statistically significant differences were found based on age, seniority, specialization, gender, or a teacher's role in school. The study recommends organizing workshops and training courses for teachers to correct misconceptions and enhance their understanding of neuroeducation. It also suggests incorporating these topics into teacher preparation programs and encourages further research to apply knowledge about the brain to improve teaching practices.