This study aims to determine which of the ten common misconceptions determined in the literature regarding physical and chemical changes are possessed by prospective teachers. One hundred sixty-three science teacher candidates studying in a medium-sized university's science teaching program participated in the study. The data were collected with a three-tier misconception test. The purpose of using the three-tier misconception test is to prevent false-positive results arising from prospective teachers' predictions and to carry out a more detailed data collection process. While the first and third parts of the three-tier misconception test were graded objectively according to the correct answer, the second part was analyzed descriptively according to the developed rubric. According to the findings of the study, it can be said that prospective teachers have difficulty in making a clear definition of chemical change. It has been determined that prospective teachers still have some misconceptions that are frequently mentioned in the literature. Besides, it has been found that the most mistakes are made in classifying the samples, including daily life cases as physical or chemical. Examples of these are the inflation of the airbag and the squeezing of lemon into tea.