The content and intent of this present research study is focused on to determine the effectiveness of brain-based learning on learning achievement in science of higher secondary school students. This study was executed as an experimental method and pretest-posttest control group design. The total population was stratified by the administration of Kolb’s learning style inventory. The sample size consisted of 96 (+ 2 Science) first year students who were selected randomly by applying stratified random sampling and were placed in two groups of control and experiment (each group, 48 students). The researcher taught the experimental group through lessons designed on the basis of brain based learning principles for 12 weeks. The achievement test was used for collecting the data. The collected data were analyzed by using the statistical technique i.e. analysis of covariance (ANCOVA) test. The results of ANCOVA analysis test clearly indicated that the brain-based learning has effect on learning achievement in science. According to different researches, Brain-based Learning can be used as an intervention therapy for enhancing learning achievement in science of higher secondary students.