Through historical and contemporary research, educators have identified widespread misconceptions and difficulties faced by students in learning algebra. Many of these universal issues stem from content addressed long before students take their first algebra course. Yet elementary and middle school teachers may not understand how the subtleties of the arithmetic content they teach can dramatically, and sometimes negatively, impact their students' ability to transition to algebra. The purpose of this article is to bring awareness of some common algebra misconceptions, and suggestions on how they can be averted, to those who are teaching students the early mathematical concepts they will build upon when learning formal algebra. Published literature discussing misconceptions will be presented for four prerequisite concepts, related to symbolic representation: bracket usage, equality, operational symbols, and letter usage. Each section will conclude with research-based practical applications and suggestions for preventing such misconceptions. The literature discussed in this article makes a case for elementary and middle school teachers to have a deeper and more flexible understanding of the mathematics they teach, so they can recognize how the structure of algebra can and should be exposed while teaching arithmetic.