Are there really "right-brained" and "left-brained" learners? The argument of left- and right-brain learning is the second most pervasive neuromyth in education. In this article, we debunk this myth by distinguishing fact from fiction. Each hemisphere indeed shows dominance in processing certain types of cognitive function. However, individual characteristics and learning potentials cannot be categorized into the left or the right brain. Not only is the entire brain required for any type of learning, but also there exist considerable individual differences in the hemispheric specialization of any specific function. Good teaching is not determining or matching instruction to who is left and who is right but engaging each student's whole brain. Teachers should instead help students utilize and develop their whole brain by (a) delivering instruction in multiple modes and providing diverse encoding pathways, (b) involving students in the extensive practice of important skills, and (c) promoting students' agency and self-regulation.