Histograms are adept at revealing the distribution of data values, especially the shape of the distribution and any outlier values. They are included in introductory statistics texts, research methods texts, and in the popular press, yet students often have difficulty interpreting the information conveyed by a histogram. This research identifies and discusses four misconceptions prevalent in student understanding of histograms. In addition, it presents pre- and post-test results on an instrument designed to measure the extent to which the misconceptions persist after instruction. The results presented indicate not only that the misconceptions are commonly held by students prior to instruction, but also that they persist after instruction. Future directions for teaching and research are considered.