Students arrive in college with significant prior knowledge including misconceptions that hinder their ability to learn new concepts correctly. Misconceptions, or "alternative beliefs," have been widely studied in the physical sciences at higher education institutions; however, there is a paucity of research concerning the community college student body. The present study aimed to identify and resolve misconceptions in three important STEM (science, technology, engineering and mathematics) courses by using student reflective activities. We tested for common misconceptions in gateway biology, chemistry, and mathematics courses that may prevent students from being successful in these courses and conducted reflection sessions to specifically address the alternative beliefs. Students reflected on their own learning and belief systems and worked with peers and instructor to discover the correct concepts. They analyzed each other's erroneous beliefs, and in the process, they recognized and corrected errors. The ultimate goal was to foster conceptual understanding of course material rather than rote memorization. Common misconceptions that are known to interfere with learning new concepts correctly were confirmed to exist and persist among students across disciplines. Marginal improvement in student learning gains was observed at the end of intervention because of challenges in implementing the strategies.