Research has demonstrated that students are capable of mastering new skills if they are taught through instructional methods that complement their hemispheric preference (Boyle & Dunn, 1998). Several studies have found that students taught through methods that matched their hemispheric styles achieved statistically significant higher test scores than when they were taught through other teaching methods (Brennan, 1984; Dunn, Sklar, Beau&y, Bruno, 1990; Jarsonbeck, 1984). The authors were curious to know if hemisphericity was a correlate of academic achievement of B Ed students. The participants of the study were1037 students were drawn proportionately from14 B Ed colleges. The findings reveal that there is no significant relationship between hemisphericity and academic achievement of participants. The results show the need to focus on brain based learning in teacher education