Principles of direct current have long been recognised in the literature as presenting difficulties for learners. Most of these difficulties have been reported in the context of the traditional electron flow model. In this paper, an alternative approach for high school students using a field model is explored. Findings from a range of short pilot trials using this approach are described. These preliminary findings indicate that the field model, as an alternative approach to teaching about direct current, may be more successful than the traditional electron flow model for students in high school. (Contains 6 tables and 5 figures.)