For controversial subjects like evolution, language used by experts can actually reinforce naïve conceptions held by students. For example, students interpret the word “purpose” to mean that traits evolve to serve an immediate function, but experts mean that a trait increases reproductive fitness. Students also often incorrectly assume that evolution follows a predetermined goal, that individuals choose to evolve in a certain direction, and that fit individuals are stronger, bigger, or faster. In this study, I tested the hypothesis that an upper division biology textbook includes some naïve conceptions and unintentionally reinforces others. I analyzed nine chapters of Biology of Microorganisms (13th Ed) by Brock et al., a standard text for teaching microbiology. In my preliminary analysis of these chapters, I found 15 statements that seemed to imply or promote misconceptions. For example, Brock et al. stated that “[e]volution selected for improvements and diversification of these early cells…” (34) which could be misconstrued by students to mean that cells evolve towards a predefined, yet unspecified, improvement. Students may interpret this quote as supporting the inaccurate idea that evolution has a goal in mind and that individual organisms can choose to adapt. Only four chapters discussed evolution as a process, and the others talked about evolutionary patterns. Understanding the patterns is an essential component of evolutionary thinking, for example, interpreting how different lineages are related to each other. However, the text did not explicitly describe the process through which different species diverged from their most recent common ancestor. This result confirms what has been found in other studies, that even though evolution is a central theme in biology, discussion of evolutionary process is often restricted to only a few chapters in textbooks. By being aware of potentially negative impacts behind ambiguous words, educators can address common misconceptions and clarify existing naïve conceptions.