This article considers the extent to which neuroscience is being applied to education, both on a classroom level and also on the level of curricular reform in Northern Ireland. The article reviews recent research in the area of neuroscience and education and examines a number of popular "neuromyths." It urges the educational world to take a more informed, cautious and critical approach to neuroscience in education, not least in terms of the Northern Ireland Revised Curriculum, and also makes a plea to the neuroscientific community to police in a more rigorous way the application and misapplication of research findings in schools.