The impetus behind the current study was to get the best use of all possible pathways of the learner’s brain. Multiple-pathway model, one model of brain-based instruction, on which the current study was based, has synergic effect addressing sensory-motor, emotion, reward, attention, memory, language, frontal lobe (executive function), and social pathways of the learner’s brain altogether. To this aim, the quasi-experimental research, with pretest-intervention-posttest design, was carried out. The participants, who were selected through a convenient sampling method, included 30 BA University students studying TEFL at Islamic Azad University Aliabad Katoul Branch, and 30 BA University students studying TEFL at Gorgan Branch, were placed into experimental and control group, respectively. The instrumentation included DASS 21 and Learning Climate Questionnaires (LCQ) which were used as pretest and posttest prior to and after the 10 session intervention of brain-based instruction for the experimental group. Descriptive and inferential analysis of collected data indicated the significant impact of the instruction on the participants’ stress, anxiety, depression, and perceived supportive learning climate in the experimental group.