In this paper, we address the following questions: What misconceptions do high school students exhibit in their first encounter with significance test problems through a repeated sampling approach? Which theory or framework could explain the presence and features of such patterns? With brief prior instruction on the use of Fathom software to generate empirical sampling distributions, 18 pairs of high school students participated in a series of lessons involving four significance test problems addressed by a repeated sampling approach. Based on the analysis of students' responses to the first problem, we identified four misconceptions about significance testing. A framework to explain the misconceptions is conjectured. [For the complete proceedings, see ED629884.]