This non-experimental, correlational, quantitative study sought to identify possible relationships between educators' beliefs in neuromyths - misconceptions or misunderstandings about how people learn - and the frequency in which instructional practices are used in the classroom. The prevalence and pervasiveness of neuromyth beliefs are well documented in the field. However, the concern emanating from these findings is not yet justified by additional research. Researchers are exceedingly concerned with the extent to which neuromyths are believed by teachers because of the assumption that a teacher's belief in misinformation about learning will lead to poor instruction. By examining the relationship between teacher beliefs in neuromyths and self-reported frequency of using effective instructional strategies, this study investigated if the widely held belief in neuromyths is actually concerning for the field of education as it relates to classroom practice. The results of the study indicated that neuromyth belief has a weak, statistically significant, positive correlation with the frequency of instructional strategy use. The correlation was slightly stronger, statistically significant, and positive for belief in scientific concepts about learning and the frequency of instructional strategy use. The data suggests that the strength of one's belief in neuromyths does not have a statistically significant difference on instructional strategy use. Additionally, age, years of experience, and grade band taught did not appear to have an impact on neuromyth belief or instructional strategy use. The results of this study have practical implications for teachers, administrators creating professional development sessions, and decision makers at the university level working to prepare future teachers. [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.]