The idea that people may have different abilities to learn, depending on the modality of instruction, has been around for over 100 years. When applied to educational practice, the essence of this viewpoint is that because everyone learns differently, we should teach students in multiple ways so that at least one of these modalities will match that of our learners, increasing the likelihood of learning. Better yet, we should preassess our students to determine their learning style and tailor lesson plans toward their preferred style. What evidence exists for these claims? Do “kinesthetic learners” really need kinesthetic activities in order to learn? This article attempts to answer some of these misnomers.