A pedagogical myth is defined as the mental representation of a concept which does not correspond with the current scientific theory. The contribution of pedagogical myths to education has been immeasurable. The bringing of myths by students into their process of education affords them with a powerful basis for retaining many mistaken ideas. Data were collected from 448 pedagogy students undertaking education in Warsaw (Poland). The study investigated which myths were more prevalent among students, how students related to known pedagogical myths and how their knowledge changed over the years of their academic education. An additional aim of this study was to identify whether students’ beliefs in pedagogical myths could be associated with their level of education. The results revealed the high prevalence of pedagogical myths and their resistance to the process of education. This may indicate the need to supplement pedagogical study programs with critical thinking training in order to eliminate them before graduates embark on their teaching and pedagogical careers. The findings confirm the persistence of pedagogical myths.