The aim of this study was to assess the effectiveness of Brain Based Teaching Approach in enhancing students’ scientific understanding of Newtonian Physics in the context of Form Four Physics instruction. The technique was implemented based on the Brain Based Learning Principles developed by Caine & Caine (1991, 2003). This brain compatible strategy involves specific attention and consideration towards seven main steps; (i) Activation, (ii) Clarify the outcome and paint big picture of the lesson, (iii) Making connection, (iv) Doing the learning activity, (v) Demonstrate student understanding, (vi) Review for student recall and retention and (vii) Preview the new topic. The effectiveness of the teaching approach within the targeted context would then be assessed in a quasi experimental research approach involving 100 students from two Secondary Schools in the northern peninsular Malaysia. Data collected from the Questionnaire of Subjective Items of Newtonian Physics were analyzed qualitatively to investigate the patterns formed. The findings of the research showed that the teaching approach was effective in enhancing students’ scientific understanding of Newtonian Physics. It was found that a majority of students from the group that followed the Brain Based Teaching Approach possessed a better scientific understanding of Newtonian Physics compared to the group that received conventional teaching method.