Scientific literacy is required in making well-established and informed decisions in various areas of life. In the field of education, decisions are sometimes made based on misunderstandings or misinterpretations of neuroscience, or by their common name: “neuromyths”. Neuromyths in the field of education may encourage ineffective education policies and teaching methods that might affect learning outcomes. This study seeks to examine the neuromyths that teachers in Israel believe to be a scientific fact. The findings suggest an urgent need to address the problems of neuromyths in teacher’s education in Israel, as they mislead educational learning-teaching processes, misdirect valuable resources and lead to the mislabeling of students. This study is unique as it suggests the importance of providing teachers with the basic knowledge of neuroscientific understanding in education.