The present study investigates the frequency and confidence with which college students endorse popular psychological myths, contrasting introductory psychology students (at the beginning and end of the course) with upper-level psychology majors and students who have never taken Introduction to Psychology. This study builds on the existing literature by comparing these groups of students and considering the role of confidence. While majors endorsed fewer myths than students with less psychology course experience, majors still endorsed half of the myths. Consistent with previous work, students reported a similar number of myths before and after completing Introductory Psychology, but students were less confident in their wrong answers at the end of the semester. While the present study focuses on myths in psychology, implications for teaching apply across disciplines.