Most of the world's population believe in the idea of learning styles (Dekker et al., 2012; Howard-Jones, 2014; Macdonald et al., 2017; Torrijos-Muelas et al., 2021). The theory of learning styles conveys individuals learn best in a certain way (e.g., visual, auditory, or kinesthetic). An extension of this theory is the hypothesis that an individual learns best when material is presented in their preferred learning style, also known as the meshing hypothesis (Pashler et al., 2008). The general public, educators, and people with a background in neuroscience widely believe the meshing hypothesis. Yet, neuroscience research has proven the contrary of this belief; individuals learn in a variety of ways. Thus, learning styles has been labeled a neuromyth, resulting from an incorrect interpretation of brain research. The prevalence of this neuromyth has raised concerns because K--12 and postsecondary educators continue to believe in learning styles and use this belief as a basis for instructional decisions. This cycle of misinformation continues due to misguided beliefs. The current study focused on how middle school mathematics teachers conceptualized learning styles, influences that contributed to their beliefs in learning styles, and how their awareness of learning styles influenced instruction. Results indicate lack of consensus among middle school mathematics teachers' definitions and conceptualizations of learning styles. Teachers' beliefs were influenced by professional development, district practices, and personal experiences. Further, teachers reported their own learning style influenced the way they taught. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]