<p>Translating educational neuroscience into classroom practice remains challenging, particularly in resource-constrained contexts. Grounded in Brain-Based Learning and complemented by constructivist (Piaget), sociocultural (Vygotsky), and experiential learning (Kolb) perspectives, this study examines early childhood teachers’ perspectives on neuroscience-informed pedagogy and deep learning in Rwanda. It introduces Contextually Bounded Pedagogical Reasoning (CBPR), defined as the mechanism through which teachers interpret and enact pedagogical ideas in relation to knowledge, structural constraints, social scaffolding, and translation capacity. Using a qualitative case study, data were collected from twelve nursery teachers through interviews, reflective journals, and personal narratives. Findings suggest moderate self-reported awareness of neuroscience-aligned practices but limited conceptual understanding of deep learning. A persistent awareness-application gap emerged, appearing shaped by weak professional learning structures and limited social scaffolding. Barriers including resource scarcity, time constraints, and conceptual complexity interacted multiplicatively through a constraint amplification mechanism, constraining pedagogical reasoning. Teachers identified professional development, mentorship, collaboration, and resources as key enablers. The study contributes CBPR as a framework for understanding situated teacher cognition and highlights the need for contextually grounded, experiential professional learning in early childhood education.</p>