Energy is one of the most important topics in science education. For example, physics has been unified with energy. All the physics topics can be taught under this topic. In the same way, the energy circle in the nature is an essential topic for biology. But, it has been demonstrated in the researches that there are many difficulties in teaching the energy concept.  This research has been made in order to determine the prospective science teachers’ misconceptions about the topics of energy and energy resources.  For this aim, a questionnaire-test has been applied to 100 prospective science teachers in first-year undergraduate program at the department of Science Education in Pamukkale University in Denizli in Turkiye. Also, semi-structured interviews were carried out with 10 prospective teachers.  The results of findings indicated that prospective science teachers had misconceptions about where plants got their energy at the percentage of 93%, where animals got their energy at the percentage of 88% and the materials which gave energy at the percentage of 96%. Besides, it is found that when energy is called, most of the prospective science teachers (63%) focus on the concept of energy in physics. In order to remote prospective science teachers from such thoughts, since primary school unity of energy concept by integrating in all fields should be provided and the misconceptions should be tried to remove by methods like conceptual change texts.