The work analyzes the brain- based learning method of learning and the advantages of its use in nature and society teaching. The analysis is based on a review of the current research of this method of learning conducted in different parts of the world. Natural learning that accompanies normal brain work is being emphasized, and students are being put in the center of the teaching process. This work emphasizes the application of brain-based learning methods in nature and society teaching. In order to gain insight into the use of brain- based learning methods in teaching nature and society, a survey was conducted involving 107 classroom teachers from all over Croatia.The research included the determination of the teacher's knowledge and beliefs about the mentioned method and the frequency of its application in nature and society teaching. The results showed that teachers have a satisfactory level of knowledge and positive beliefs about brain- based learning methods and procedures, but they are only occasionally applied in nature and society teaching. In this context, the correlation between the knowledge and beliefs of the teacher on the brain-based learning methodology and the frequency of its use in teaching nature and society has been established as well as the correlation between the frequency of its application and the participation of teachers in workshops or professional meetings on the topic of cognitive development of students.The results show that the level of teacher's knowledge is not sufficient to create beliefs that would lead to a satisfactory rate of use of brain- based learning method in nature and society teaching, and that the professional development of teachers enhances the presence of modern teaching methods in teaching.