The research aimed to identify the effectiveness of a teaching program based on the principles of brain-based learning theory for developing future thinking skills and academic ambition in the mathematics course for sixth graders. The sample consisted of (87) sixth graders, who were divided into two groups: Experimental (n = 42), and control (n = 45). The researchers prepared a test in the skills of future thinking, and the academic ambition scale, which were applied before and after on the two research groups. After performing the appropriate statistical operations, such as the t-test for two independent groups, and the t-test for two related samples, there were statistically significant differences at the level of (0.01) between the mean scores of the post-application for experimental group and control group in the future thinking and its dimensions. (Planning - expectation - imagination - prediction - solution of future problems) in favor of the experimental group, and the presence of statistically significant differences at the level of significance (0.01) between the mean scores of pre and post applications to test the future thinking and its dimensions of the experimental group in favor of the post application. And There were statistically significant differences at the level of significance (0.01) between the mean scores of the application of the experimental and control groups in the academic ambition scale in favor of the experimental group, and the presence of statistically significant differences at (0.01) between the mean scores of the pre and post application in the academic ambition of Experimental group in favor of the post-application. Key words: Brain- Based Learning Theory - future thinking – academic ambition.