Neuromyths are false beliefs, often associated with teaching and learning, that stem from misconceptions or misunderstandings about brain function. While belief in neuromyths has been established as prevalent among the general public and K-12 teachers, literature about neuromyth belief among higher education professionals (instructors, instructional designers, and administrators) has not been well-researched. This international study examined: (1) Awareness of neuromyths and general knowledge about the brain among higher education professionals across institutional types, course delivery modes, roles, and a variety of characteristics such as demographics, teaching experience, and level of education; (2) Awareness of evidence-based practices from the learning sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy and didactics; MBE) science among higher education professionals; (3) Predictors of awareness of neuromyths, general knowledge about the brain, and evidence-based practices among higher education professionals; and (4) Interest among instructors, instructional designers, and administrators in scientific knowledge about the brain and its influence on learning. This study includes not only answers to important research questions, but practice-oriented information that is useful for pedagogy, course design, and leadership, as well as for further research on this topic.