Misconceptions are persistent beliefs that contradict the accepted scientific views, impacting how subsequent information is interpreted. Research to date has not examined the sources, or prevalence of, fundamental exercise science misconceptions in higher education (HE) or vocational education (VET) students. Both HE and VET educators were interviewed regarding common misconceptions, and their correction. Participants viewed misconceptions as resulting from multiple sources, including exercise subcultures, and marking claims. Misconceptions were thought to form due to a poor understanding of course content, and the interaction between different physiological systems. Both direct instruction, and active learning approaches were suggested, though VET participants relied on weaker evidence than HE. Participants also highlighted the importance of critical thinking in reducing misconceptions. Building students' understandings of complex systems and interactions is a priority, and educators should possess a deep understanding of theoretical knowledge. Critical thinking skills should be taught as part of VET courses, with trainers modelling critical thinking skills.