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Background Learning environments affect teaching and learning process. Recent studies of human brain suggest that designing enriched learning environments significantly improves students' ability to learn. A better understanding of how human brain functions leaded to exploration of the elements of brain compatible learning environments where students' interest and curiosities are significantly increased and probabilities of misconception, confusion, learning anxiety and frustration are diminished. Enriched learning environments are reflects a number of characteristics which are compatible with processes of human brain; stimulating environments with colorful and tactile displays created by students, symbolic displays acknowledging values and purposes of the community, a safe physical environment to reduce threats, spaces with various forms of shapes, colors and lighting, flexible physical arrangements, tactful links between classroom environment and larger social environment to facilitate learning in natural social settings. Designing enriched classrooms and learning environments are conducive to both effective learning and “whole brain” development of students (Sousa, 2001: 61). Purpose The purpose of this study was to examine students' views on impact of enriched brain compatible learning environments on teaching and learning process. Method The study group was 40 fifth grade students in Mihriban Emin Gunel Public Primary School of Nevşehir province, where an “enriched brain compatible learning design” was implemented and school administrators, teachers and parents received training on “brain and learning” during the 2007-2008 school year. Data were collected by using the scale of “Students' Views on Elements of Enriched Brain Compatible Learning Environments Design” and via group interviews with 17 students to gather further qualitative information. The “Students' Views on Elements of Enriched Brain Compatible Learning Environments Design” scale included items on building an emotional climate, stress management, physical movement, physical environment appealing to emotions, challenge, facilitating social groups, adequate time, providing feedback, and assessment elements of the enriched learning environments design. The enriched learning environments design was implemented in Science and Technology course for four weeks and 18 hours. The scale was comprised of 37 items with internal consistency coefficient (Cronbach's alpha) of .91 and with item-total correlations larger than .30. Data were analyzed by tabulating frequencies and percentages for each item. Findings and Conclusions Findings indicated that Enriched Brain Compatible Learning Environments Design and activities were perceived by students as effective for improving learning. Students reported that teachers' behaviors supporting and encouraging student involvement as well as celebration of success improved the emotional climate in the learning environment which in turn increased the students' interest and curiosity in learning process. Interview data also indicated that Enriched Brain Compatible Learning Environments Design and activities improved students' perceptions of safety, decreased students' stress and anxiety in the learning environment. Increased physical activity during the activities reportedly improved students' interest in the subject and further learning. Displayed shapes, colors, lighting, flexible physical arrangements, music and visual elements were perceived by students as positive improvements in the learning environment significantly effecting student motivation and attitudes towards learning. Challenges such as puzzle solving and caricature drawings were perceived by students as activities contributing to creative thinking. Activities designed to facilitate social groups were also perceived by students as elements improving communication with peers, sharing ideas with others and involvement in classroom activities. These findings suggested that Enriched Brain Compatible Learning Environments Design and activities may be used by teachers to improve student learning, involvement, social and intellectual development.

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