The purpose of this qualitative exploratory case study was to explore how administrator and teacher perceptions affect their application of brain-based learning (BBL) professional development (PD) in schools, specifically an Atlanta suburb middle school. The research was framed around social cognitive theory (SCT), the premise that a person's cognition and behavior play a key role in the application of skills and learning new knowledge. The research questions were: How do the perceptions of administrators and teachers affect their application of BBL PD in schools? What factors facilitate the applicability of BBL in schools from an administrator's perspective? and What factors facilitate the applicability of BBL in schools from a teacher's perspective? An awareness of what factors facilitate the applicability of BBL in schools from an administrator and teacher perspective was obtained by determining valuable pedagogy research and how the quality and credentials of PD presenters are identified. The sample included five administrators and 10 teachers from a middle school setting in an Atlanta suburb school district based on their BBL training and experience. The use of a qualitative methodology helped identify needs and perceptions that underlie and influence behavior. Survey questionnaires, a focus group, and interviews were used to help generate understanding of the participants' perceptions. The concluding recommendations are for schools to initiate BBL PD activities and for educational professionals and scientists to collaborate to design BBL PD for administrators and teachers. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]