The author is skeptical about the implications of neuroscience for education currently and into the near future. His skepticism derives from several concerns, but a common theme runs through all of them: attempts to link neuroscience with education pay insufficient attention to psychology. In this article, the author presents four variations on this theme. First, for those who are committed to developing a science-based pedagogy and solving existing instructional problems, cognitive psychology offers a mother-lode of still largely untapped knowledge. Second, attempts to link developmental neurobiology to brain development and education ignore, or are inconsistent with, what cognitive psychology tells individuals about teaching and learning. Third, cognitive neuroscience is the brain-based discipline that is most likely to generate educationally relevant insights, but cognitive neuroscience presupposes cognitive psychology and, to date, rarely constrains existing cognitive models. And fourth, the methods of cellular and molecular neuroscience are powerful, but it is not always clear that the concepts of learning and memory used by neuroscientists are the same as those used by psychologists, let alone by classroom teachers.