Due to new scanning technologies that have made it easier to do brain research, various insights have been made in the field of neuroscience in the last thirty years. The consequence of the stated is increased interest in the analysis of learning and teaching based on these findings which led to the establishment of neurodidactics. Based on the discoveries in neuroscience and cognitive psychology, Dr. Ranko Rajović founded the NTC learning system (NTC stands for "Nikola Tesla Center"). Through that learning system, they are stimulating children to make the most of their biological potential, all the while encouraging children through play. However, the question is if brain-based teaching truly is a new model in didactics or is this approach already known through the reform pedagogy movement? The reform pedagogy movement emerged in the late 19th and early 20th centuries in America and Europe. Reform pedagogies encourage an open and more humane education that would prepare students for their lives, respecting the freedom of natural development and children's interests. Students in schools have the opportunity to experience flow and they are motivated by having exceptional experiences. The pedagogical principles of the NTC system are compared with the pedagogical principals of well-known representatives of reform pedagogies Maria Montessori, John Dewey, Celestin Freinet, Rudolf Steiner and Peter Petersen using comparative analysis. The specifics of the NTC system and reform pedagogies are being analyzed, and this includes detailed analysis based on four important elements: main features, the role of parents and teachers, importance of play and movement, and child development. Even though it seems that those are completely different pedagogical models, through thorough analysis we can conclude that the NTC system, although it is founded on neuroscience, is based on the pedagogical principles of reform pedagogies.