This paper selects six key alternative conceptions identified in the literature on student understandings of chemical bonding and illustrates how a historical analysis and a textbook analysis can inform these conceptions and lead to recommendations for improving the teaching and learning of chemical bonding at the secondary school level. The historical analysis and the textbook analysis focus on the concepts of "charge," "octet," "electron pair," "ionic," "covalent" and "metallic bonding." Finally, a table of recommendations is made for teacher and student in the light of four fundamental questions and the six alternative conceptions to enhance the quality of the curriculum resources available and the level of student engagement.