Neurophobia is usually framed as a learner's fear of difficult anatomy or neurological localization. That framing is incomplete. Discontinuous exposure, limited clinical context, inaccessible mentorship, and unequal access to neuroscience opportunities also shape whether trainees develop competence and consider careers in neurology, neurosurgery, neuroradiology, or neuroscience. Existing outreach, mentorship, flipped-classroom, case-based, and virtual-reality programs often improve knowledge, confidence, or satisfaction, but most are small, single-institution studies and rarely measure durable clinical performance or career persistence. We argue that clinical neuroscience education should be redesigned as a longitudinal pipeline rather than a sequence of isolated events. Effective programs should connect early exposure to repeated patient-centered learning, provide mentors with defined responsibilities and institutional support, use educational technology only when it serves a specific learning objective, and remove financial and social barriers that restrict participation. Evaluation should extend beyond post-session enthusiasm to retention, diagnostic reasoning, supervised clinical performance, specialty entry, and persistence. Neurophobia will not be solved by making neuroscience merely more entertaining; it will be reduced when institutions make the subject clinically coherent, mentorship dependable, and participation genuinely accessible.