Neuromyths have been discussed to detrimentally affect educational practice, but the evidence for this assumption is still very scarce. We investigated whether 255 student-teacher' beliefs in neuromyths are related to their academic achievement (overall grade point averages and first-year practical courses). Believing or rejecting neuromyths that make no direct assumptions about learners' educability was not related to academic achievement. Believing in neuromyths that explicitly deny the educability of learners was only marginally related to academic achievement. We conclude that self-reported beliefs in neuromyths do not differentiate between high- and low-achieving initial teacher education students.