This paper discusses some of the limitations of our common practices as educational practitioners. We may not pay attention to the needs of a neurodiverse society. Instead, we may incorrectly assume the existence of idealistic individuals in our learning environments. There are a number of areas related to assessment that we can improve on, following some reflections. We may continue to be didactic in our delivery despite its inherent deficiencies. A balance between theoretical concepts and practical work may not be achieved. We may fail to thoroughly understand the concepts of higher-order learning and put them into practice appropriately. The time factor in learning processes may not get the significance it deserves leading to sub-optimal environments. The need to address learner motivation levels may get neglected without understanding the serious consequences. We may allow non-educational bodies to dictate terms on our curricular, sacrificing important pedagogical and human principles. The socio-economic conditions may unnecessarily impact learners much more than individual neurological and psychological characteristics. We present these limitations and suggest how an authentic learning experience can be achieved by overcoming them.