The purpose of this study was to explore the effects of conceptual change texts oriented instruction on 9th grade students' understanding of chemical bonding concepts. In this study, the main aim of the preparation of conceptual change texts was to activate students' prior knowledge and misconceptions and to help them to understand the chemical bonding concepts through the use of explanations, analogies and examples. Analogies were used in the conceptual change texts to deal with students' misconceptions more effectively. The results revealed that conceptual change texts oriented instruction produced a positive effect on students understanding of scientific conceptions related to chemical bonding and elimination of misconceptions. The mean scores of both groups showed that students in the experimental group performed better with respect to chemical bonding concepts.