Neuroscientific knowledge has undeniably gained interest among educators worldwide. However, not all "brain facts" believed by teachers are supported by science. This study sought to evaluate the belief in these so-called "neuromyths" among 3,451 Latin American teachers. We found that, consistent with prior research among teachers in other geographic areas, teachers in Latin America hold major misconceptions about neuroscience, especially as it relates to factual information about its structure and functioning. Differences across South American nations were observed with moderate and slight effect sizes for general knowledge of the brain and "neuromyths,", respectively. Teachers working in higher education had slightly superior performance. Teachers at all levels who reported knowing more about the brain, however, were more likely to believe invalid assertions known as "neuromyths." These results shed light on trends in the field of education, hoping to encourage the development of strategies aimed at correcting the use of science as it relates to education. The implications regarding teaching practice, policy, and teacher training are discussed.