This study examines the integration of Brain-Based Learning Principles (BBLP) among 291 elementary school teachers in Irbid, Jordan, focusing on Arabic and English teachers. Using a 65-item questionnaire, it measures BBLP adoption and explores teachers’ perceptions. The results of the study showed ordinary adoption rates among Arabic teachers, while English teachers had significantly higher rates and more favorable sentiments toward BBLP. There are not any significant differences observed based on gender, scientific degree, or teaching experience. The study recommends developing a comprehensive manual for Arabic and English teachers to highlight BBLP’s value and provide practical implementation guidance. This study enhances understanding of BBLP integration in elementary education and emphasizes the need for tailored support for subject-specific strategies.