Students at the Faculty of Humanities and Social Sciences’ Teacher Education department in Split have a vast knowledge of science. They have formed some concepts during their studies and science courses, whereas they find other concepts familiar, thanks to their personal experiences and perception from their childhood onward. The research was conducted with the aim of discovering misconceptions and examining the certainty the students have regarding specific statements. The research was conducted on 183 students, male and female, attending all years of study − from the 1st to the 5th year – in the academic year 2018/2019. The research gave us insight in which area of science the students are most and least familiar with. Teacher Education students take the Science course during their 4th year of studies, so the research was inspired by the hypothesis that the 4th and 5th year students will have a better knowledge of the matter and have fewer misconceptions than their 1st, 2nd and 3rd year colleagues. The aim of the research was to determine whether Teacher Education students have certain misconceptions within the basic science knowledge. According to the research results, on the sample of 183 Teacher Education students, the average correctness of statements was 19.83. It is considered that the wrong answers the students gave are an indicator of the presence of misconceptions. Out of 25 statements, students had misconceptions about 5.17 statements on average. Misconceptions were present in all areas of Science. The least number of misconceptions was related to Nature and Society, Man and Nature protection. This is because these notions are close to students; these notions are about ourselves and about our environment. On the other hand, a significantly bigger number of misconceptions was present in the areas of Plants, Chemistry and Physics. The 4th and 5th year Teacher Education students had fewer misconceptions in all tested science areas and were more certain in the correctness of their answers, unlike the 1th, 2nd and 3rd year students. The reason for this might be that there are more science courses in the last two years of their studies. The conducted survey and analysis of obtained results confirmed the presence of misconceptions in basic science areas of Teacher Education students in Split. The earlier we locate and gradually eliminate misconceptions, together with approved educational materials, the less their presence among the students will be.