The present study aimed to investigate the effect of conceptual change texts oriented instruction on 10th grade students' understanding of solubility equilibrium concept. The misconceptions related to solubility equilibrium concept were obtained through interviews with high school chemistry teachers and related literature. The data were obtained from 58 students participated in instruction based on conceptual change approach and 67 students participated in instruction based on traditional methods. The results of the study showed that instruction based on conceptual change approach where conceptual change texts were used, was better than the instruction based on traditional methods on remediation of misconceptions and promoting students' understanding of solubility equilibrium concept. (Contains 1 table.)