Information from neuroscience is readily available to educators, yet instructors of educational psychology and related fields have not investigated teachers' beliefs regarding this information. The purpose of this survey study was to uncover the beliefs 62 teachers held about neuroscience and education. Results indicate there were three types of views: believers, believers with reservations, and nonbelievers. Believers believed neuroscience was applicable and that they were using information from neuroscience in their classrooms. Believers with reservations believed in the benefits of neuroscience but were hesitant to commit wholeheartedly. Nonbelievers saw no use for neuroscience and perceived it to be a passing fad. From these findings, ideas that focus on sound information and critical thinking are offered for those who teach educational psychology and related subjects. (Contains 1 table.)