The purpose of this study is to examine one possible source of misconceptions that are held by students of genetics--the teachers. Is there evidence to suggest that prospective biology teachers might have misconceptions about genetics and related concepts? If prospective biology teachers have misconceptions in genetics, how do these misconceptions relate to common students' misconceptions in genetics? To address these questions a study was conducted at Pennsylvania State University in a secondary science methods course. Data were collected from six prospective biology teachers who had experience with concept mapping prior to this study. The teachers were given a list of concepts and were asked to construct a concept map using those concepts. Maps were analyzed and compared. A major finding is that concept maps clearly demonstrate that prospective teachers do not have conceptual understanding of concepts and that they are suffering lack of organizational and hierarchial knowledge among these concepts. There is a need for research on teachers' alternative conceptions. Appended are a "Workshop on Concept Mapping with an Introduction to Technology Tools" and a comprehensive concept map. (Contains 26 references.) (MM)