Through professional learning communities comprising preschool and primary school teachers, we investigated factors that facilitate or impede the implementation of neuroeducational principles, including repeated neuronal activation, active learning, spaced learning, feedback and mindset. Findings from this small-scale qualitative study indicate that general factors, such as classroom management and curriculum overload, may impede the translation of research knowledge into teaching practice. Moreover, our study revealed that teachers also encounter principle-specific barriers. These findings underscore the necessity for sustained implementation, as the impact on learning outcomes may not be immediately evident, even when applying well-established principles such as spaced learning and feedback.