The purposes of this study are as follows: (a) to investigate secondary-school chemistry students’ misconceptions in solubility, (b) to teach solubility by using CCT, and (c) to determine CCT’s effectiveness in overcoming students’ misconceptions and learning difficulties.An action reseach approach was chosen for the study as it seemed to be the best method to answer the research questions, which were concerned with the students’ understanding of solubility. The sample consisted of 35 secondary school students. Data were collected by using a test consisting of open-ended questions, semi-structured interviews, and lesson observations. The questions on the test were prepared to elicit information about the students’ chemical knowledge and learning difficulties.