This paper presents the results of a study that includes some basic concepts about the weather, how some children misunderstand these concepts, and possible reasons for the misunderstandings. Student misconceptions can provide an opening for instruction. When teachers know what their students are thinking about a topic they can tailor experiments and activities which challenge the students’ thinking. This list of topic-related misconceptions is made available to teachers so they can review the list prior to instruction in order to prepare lessons which challenge students’ preconcieved notions about weather.