Many students at all levels have difficulties in understanding chemistry. Students’ constructions of a chemical concept sometimes differ from scientific explanations since they construct their own concepts. Therefore, the purpose of this study was to find out the pre-service chemistry teachers’ explanations regarding chemistry topics which are matter and particles, gases, solutions, vapor pressure and boiling point, chemical equilibrium, acids and bases, and electrochemistry. One-to-one semi-structured interviews were administered to a sample of six participants enrolled in the Department of Secondary Science and Mathematics Education at a university in Ankara. During the interviews, participants were questioned to determine their conceptual understanding aforementioned chemistry topics. Coding was made and five main (correct explanation, partially correct explanation, incorrect explanation without misconceptions, incorrect explanation with misconceptions, and no answer) categories were formed to analyze the data. Analysis of the transcribed interviews showed that the majority of the participants explained their ideas as incorrect and hold some misconceptions on aforementioned topics. In order to overcome these misconceptions it is crucial to diagnose and alternative views of them should be discussed in the class via implementing different teaching strategies and methods such as conceptual change, argumentation, and problem based learning.