Pedagogy grounded in neuroscience is an influential approach in Australian schools, despite concerns regarding teachers' beliefs in several neuromyths that go on to pervade their practice. This paper reports on a small study that explored teachers' beliefs and implementation of brain-based learning in one Australian primary school whose pedagogy is specifically underpinned by neuroscience. Survey data collected from 14 teachers were analysed using simple descriptive statistics and content analysis. Findings indicated that these teachers, despite having some accurate brainbased knowledge, were still prone to endorsing common neuromyths regardless of the school's teaching and learning framework, years at the school, overall teaching experience or level of qualification, with beliefs influencing classroom practice whether correct or misinformed. Further, school professional learning and universities were listed as primary sources of information for these teachers. This study underscores the importance of schools and universities providing opportunities for timely and up-to-date professional learning.