There is no research on how teachers perceive the use of heutagogy as a framework for professional learning about Mind, Brain, and Education (MBE) concepts. The significance of the problem is teachers want to understand the underpinnings of the brain but are not afforded effective professional learning opportunities to do so through traditional models of professional learning. Heutagogy, which serves as the theoretical framework of the research, is an adult learning theory which can inform teacher professional learning. The purpose of this convergent parallel mixed-methods study was to understand and examine how primary and secondary teachers perceive heutagogy as a framework for teacher professional learning about MBE. The perceptions of 180 primary and secondary teachers were collected through an online survey instrument. The target population was selected as both primary and secondary teachers have greater potential to use MBE concepts within the classroom. The study was designed to understand teacher perceptions of heutagogy as a framework for teacher professional learning about MBE and examine whether perceptions of heutagogy as a framework for professional learning significantly predict how teachers perceive learning about MBE concepts. The results of this study revealed seven themes underlying teacher perceptions of heutagogy as a framework for teacher professional learning about MBE. A large positive significant relationship (r_s = .547, p < .001) was found between teachers’ perceptions of heutagogy as a framework for professional learning and how teachers perceive learning about MBE concepts. This research study lays foundational work to redefine professional learning as a heutagogical process, especially for MBE concepts.