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In a recent survey of teachers, almost 90 per cent thought that knowledge of the brain was important, or very important, in the design of Educational Programmes. This is not necessarily a good thing. Some enthusiastic educationalists have over-simplified the findings from neuroscience and over-interpreted the outcome. This has given rise to a number of tall tales on how the brain works. And this has influenced teaching. Science (Neuroscience) investigates, describes and interprets but is never prescriptive. Educationalists and pedagogues need to evaluate the accruing results from neuroscience research with considerable caution and scepticism and perhaps develop an evidence based science of Education.