The purpose of this study is to determine the effect of brain-based learning approach on attitudes and achievements of teacher candidates in geography courses.The study was conducted with the participation of 131 freshmen studying at the Department of Primary School Teaching of Education Faculty at Rize University in 2008-2009 spring term. An attitude scale and self-evaluation were used as a means of data collection.In addition, open-ended questions were asked. T test and content analysis were employed in analyizing data. When the pre and post- test averages of attitude scale were compared, it was found that there was a significant difference statistically in favour of post- test (p>0.05). It was also found that using brain based learning approach in geography teaching had a positive effect on the students' attitudes toward the course. In consequence of qualitative analysis, it was found that the most positive view of the students on the syllabus built in accordance with brain-based learning approach was that it was very entertaining. However, the most important of negative views was that it was very tiring. It was also among the findings that teacher candidates were affected by brain based learning approach.