Abstract: The current research aimed at identifying the effectiveness of training program based on brain – based learning in the development of reading comprehension and reducing test anxiety among the students of the basic education stage " Cycle Two". The two researchers have relied on the quasi-experimental approach. The researchers prepared the following instruments; brain-based training program, reading comprehension skills test and test anxiety scale. The research was applied on a sample of 50 students of the second year of preparatory stage; (25) males and (25) females. The two researchers have used the statistical method "test (T). One of the results of the research is that there are statistically significant differences at the level of (0.01) between the mean scores of the experimental group in the pre- and post-measurement of the overall degree of reading comprehension skills test and each separate dimension in favor of the post-measurement. There are also statistically significant differences at the level of (0.01) between the mean scores of the experimental group in the pre- and post-measurement of the overall degree of test anxiety scale and each dimension separately in favor of the pre-measurement. In addition, there are statistically significant differences at the level of (0.01) between the mean scores of the experimental group in the post and follow up measurement of the overall degree of reading comprehension skills test and each separate dimension in favor of the follow up measurement, as well as there are statistically significant differences at the level of (0.01) between the mean scores of the experimental group in the post and follow up measurement of the overall degree of the test anxiety scale and each separate dimension in favor of the post measurement. The research also found that there are statistically significant differences at the level of (0.01) between the mean scores of both males and females in the post measurement of the reading comprehension skills test and its four dimensions in favor of the females, as well as there are statistically significant differences at the level of (0.01) between the mean scores of both males and females in the post measurement of the test anxiety scale and its four dimensions in favor of the females. Finally, the results of the research proved the effectiveness of the program in developing the levels of reading comprehension and reducing test anxiety among students, and the effectiveness of the program continued in the experimental group during the follow-up period. Keywords: Brain-based learning, Reading comprehension, Reducing test anxiety.