This article investigates social representations on neuroeducation constructed by primary school teachers from a school in the town of Angol, Araucanía Region, Chile. This was a qualitative investigation in the framework of a hermeneutic paradigm. The investigation design was based on Constructivist Grounded Theory and an instrumental case study. The information was obtained through semistructured, in-depth interviews. The data were processed in ATLAS.ti 8.0 software, and then subjected to axial, selective open coding through content analysis and constant comparison. The results show that teachers place a positive value on neuroeducation, since it is an innovation in practical teaching that favours their professional development.