Students' difficulties in algebra are generally caused by the use of algebraic notation, the meaning of letters, as well as the types of relationships or methods used. Therefore, interpreting letters in algebra is one of the critical points in the transition from arithmetic to algebra. However, many students have misconceptions in interpreting letters in algebra. One of the most well-known misconceptions in interpreting letters in algebra is the "letter as object" where the term "fruit salad algebra" is sometimes used to name this misconception. The aim of this research is to explore further information about this misconception, its causes, and alternative solution. This study used the case study method with 35 grade 7 junior high school students as respondents. Data collection was carried out through written tests, interviews, and documentation. The results showed that students interpreted letters in algebra in various ways but tended to lead to "letters as objects." The "fruit salad algebra" approach is found in several textbooks and is rooted in the teaching culture, and there is a gap between the development of operations on letters as unknown and the idea of equality within equation.