"Multitasking" has developed a certain mantra in our culture, and according to this widely held axiom, people in general and students in particular, can and do function productively and learn efficiently doing several things at once. There also seems to be an unshakable conviction that young students excel in a multitasking environment. In this article, the author attempts to refute the presumed efficacy of multitasking by drawing on the results of some of recent neurophysiological experiments. The author also examines the concept of multitasking itself and eventually concludes that multitasking, as we ordinarily understand it, is both impractical and counterproductive to successful conceptual learning and scholastic education.