Recent research suggests that brain-based teaching, as exhibited in the idea of teaching to address perceptual learning styles, has no basis in what scientists are learning about the brain and how it works. This article questions whether training teachers to assess and accommodate learning styles is harmless or potentially poor educational practice. A study was conducted amongst practising language teachers to uncover the extent to which they believed in so-called "neuromyths" and whether and how these beliefs, particularly the idea that accommodating sensory learning styles improves learning, have influenced their teaching. The article concludes with some recommendations regarding current scientific findings in this area and language teacher education.