A Research was conducted to identify students’ misconceptions of class XI Science at SMAN 7 Banjarmasin on reaction rate material. The study aims to determine (1) what are misconceptions experienced by learners, and (2) determine the cause of learners’ misconceptions. This study uses quantitative and qualitative descriptive design survey study. The study population were students of class XI Science at SMAN 7 Banjarmasin. The study was conducted with a purposive sampling techniques. Based on this research, misconceptions experienced by learners in grade XI Science at SMAN 7 Banjarmasin include: definition of reaction rate is the number of reactions that take place per unit of time; the reaction rate is constant because no additional concentration; high-temperature reaction rate at the beginning and then decreased because the reaction does not last long; zero order reaction means no reaction occurs; the form of the rate equation 2 rate reductionN2O5 = rate of increase NO2 = 4 rate of increase O2 was wrong. exothermic reaction rate is faster because no heat is required; the activation energy (Ea) = enthalpy; the concentration factor, pressure, and volume affect the rate of reaction in the reaction of the gas with the zero order; additional volume of reactants with the same concentration affect the rate of reaction; if some of the reaction compared to the speed, reaction with the highest temperature is the rate of the reaction; when the temperature is raised, the rate of the reaction towards products increased for all chemical reactions; catalysts accelerate the reaction rate and ease of collision. Misconceptions that was experienced by learners were caused by preconception or early concept of learners, learners associative thinking, humanistic thinking, reasoning incomplete/wrong, wrong intuition, the stage of cognitive development of learners, and learners’ knowledge. Keywords:learners’ misconceptions, preconceptions, alternative conceptions, the reaction rate.