In this study, the misconceptions emerged as a result of instruction were examined from the viewpoint of the Didactic Transposition Theory. To this end, two randomly selected sample groups (n = 33 and n = 31) from the students of two nearby schools in downtown Balikesir were included in the study. It was observed that different knowledge references had been selected according to the targets of the schools and the instructors. As a result, the transpositions of the teachers affected the "Instructed Knowledge." The differences in the "Instructed Knowledge" affected the "Assimilated Knowledge" of students. Therefore, different misconceptions were observed in each sampling group. In other words, the differences in teachers' transpositions were reflected to the "Assimilated Knowledge" and the misconceptions of students. (Contains 1 figure.)