Expert/novice studies of conceptually rich problem solving have demonstrated a relationship between the correctness of a solution and the extent and organization of the solver's conceptual knowledge. This study examines meaningful problem solving and the relationship between the correctness of a solution and the extent of the solver's scientific conceptual knowledge. Fourteen high school students participated in this qualitative study involving a problem in osmosis. The investigative course consisted of a presolving clinical interview, a think-aloud solving of the problem, and a retrospective report of the solving course. Results indicate that 13 of the 14 solving courses were meaningful. Four of the 13 meaningful solutions were correct. However, two of these four correct solutions were embedded in nonscientific conceptual knowledge about air pressure. (Contains 13 references.) (PR)