The purpose of the present study was to present the challenges and obstacles to implementing a curriculum based on executive functions of the brain. This qualitative research was conducted using the phenomenological method. The data collection method was semi-structured interviews. The statistical population of the present study was all curriculum planning experts who were familiar with the research topic. For this purpose, data were collected by interviewing 13 experts who had lived experience in the field. The data analysis method was carried out using content analysis. To ensure the validity of the research, Lincoln and Guba criteria were used. The analysis of the interviews indicated 1 overarching theme, 3 first-level organizing themes, 11 second-level organizing themes, and 27 basic themes. The results of the study indicated that the challenges affecting the implementation of the executive functions curriculum include hardware challenges, software challenges, lack of specialized personnel, lack of specialized knowledge, lack of appropriate content, ignorance and little knowledge of parents, ignorance and little knowledge of teachers, ignorance and little knowledge of students, ignorance and little knowledge of school administrative staff, ignorance and little knowledge of planners and policymakers, superficial view of education based on executive functions of the brain, teachers' resistance to implementing brain-based education, and intellectual poverty in relation to education based on executive functions of the brain