Background: Furnham and Hughes (2014) previously reported that a sample of adults was only able to recognize 37% of 249 myths based on those presented in Lilienfeld et al.'s (2009) Great Myths of Popular Psychology. Objective: We sought to replicate these findings and to investigate predictors (e.g., education, cognitive ability, and personality) of beliefs in these myths in both lower- and upper-division courses. Method: Over 150 psychology students completed a test of psychomythological beliefs, demographics, tests of cognitive ability, and measures of personality. Results: Our sample identified a similar, but slightly higher percentage of the myths than those recognized by Furnham and Hughes' sample. Myth acceptance was high among both introductory- and senior-level psychology students, but seniors believed significantly fewer myths, and the number of psychology courses taken was negatively related to false beliefs in the full sample. A larger general knowledge base and high intellectual openness predicted myth rejection; group membership did not moderate these effects. Conclusion: Education and some individual differences variables likely play a role in psychomythological beliefs. Teaching Implications: Psychology faculty should continue working to dispel psychological myths, and also redouble their efforts to enhance students' core knowledge base, critical thinking, and intellectual curiosity.