This mixed-methods study examined the beliefs, and their origins, of trainee teachers regarding a number of myths and misconceptions about teaching and learning. Using a cross-sectional experimental design, survey data were collected from 65 pre-service teachers enrolled in a high-profile Bachelor of Education program. 18 participants then took part in semi-structured interviews. The results indicate that trainee teachers' beliefs in educational myths and misconceptions may not change over the course of a five-year evidence based teacher preparation program. Further, the qualitative results suggest that beliefs in learning myths might become further entrenched over the course of study as a result of being actively promoted by faculty throughout the program.