The current study aimed to determine the effectiveness of a brain-based teaching model on developing critical reading skills and self-efficacy among secondary stage students. The basics upon which this model was built were determined, the teacher's guide and the student's worksheet were prepared. A critical reading skill test and self –efficacy questionnaire were prepared. The study had two groups: one experimental group and one control group (second secondary grade students). The tools of the study were pre adminstrated on both the experimental group and control group. The chosen critical reading skills were introduced according to the suggested teaching model. The tools were post applied on the experimental group and the control group. The obtained data from the pre and post administration of the tools were analyzed. The statistical analysis of the data assured large effect of the suggested brain-based teaching model on developing the critical reading skills and self-efficacy level of the experimental group students