The modern world is a world of science. From rudimentary human needs of food, shelter and clothing to health, industry, agriculture, defence and environment, science has a prodigious effect on every nook and crevice of human existence. Teaching-learning process is a fundamental mechanism of exploration and manifestation of latent capabilities, proficiencies and abilities of an individual. It assists in conservation, communication and development of human beliefs and is an entrance way to novel boulevards of brilliance. Learning is the process of modifying our intellectual prototypes to provide accommodations to new experiences. It is an act of refurbishment and reorganization of different skills. The students who arrive in the classroom with inappropriate preexisting notions about the world, which are not in harmony to scientific explanations, are said to have misconceptions. Misconceptions are also called as pre-conceptions, naïve conceptions, naïve theories, alternative conceptions and alternative frameworks (Blosser, 1987). The review of studies in present chapter is intended to put together the experiential confirmation regarding the misconception in science among teacher educators in Punjab. The errors and misconceptions among individuals at different stages and in different subjects have been studied so that the learning gaps in education have been explored and have to accomplish the level of mastery learning in teaching learning process.