This study investigates alternative conceptions of chemistry concepts among Faculty of Science students at Palestine Technical University-Kadoorie. Students are found to have incorrect views about fundamental chemistry concepts. The study aims to identify these misconceptions, understand their origins, and their impact on students' comprehension. For data collection, the researcher used a conceptual exam administered to 52 students. A desk review explored the interpretation of alternative conceptions. The results showed incorrect answers ranging from 53.9% to 84.6%. Students showed confusion between specific heat and temperature, misunderstanding concentration in saturated solutions, and incorrect views on boiling points, metalloids, and gas solubility. The researcher explained the sources of these misconceptions. Based on the results, educators need to develop their teaching style to address these alternative conceptions. Educators should consider the presence of alternative conceptions when instructing fundamental chemistry concepts and promptly address them to improve students' comprehension. This research fills a gap in the literature by providing insights specific to the Palestinian context, which has been underexplored in previous studies.