This paper reports on a study that investigated the alternative conceptions of students in a biology and geology teacher education course regarding plant nutrition. Data were collected from first year and final year students using a questionnaire that had both multiple choice and descriptive items. Findings indicate common features related to the alternative conceptions of the two groups of students such as their anthropomorphic nature, their observable characteristics, the tendency of those questioned to move from specific meanings to others, and their particular character. Tentative inferences about the possible origins of the alternative conceptions are also identified. Appendix includes the questionnaire. Contains 21 references. (JRH)