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This interview‐based study probed 48 Grade 8–10 students' mental models of atoms and molecules and found that many of these students preferred models that are both discrete and concrete. Modeling is a powerful skill that defines much of the scientific method; however, most younger science students have difficulty separating models from reality. Language that is common to both biology and chemistry (e.g., nucleus and shells) is a major source of confusion for some students. Several students concluded that atoms can reproduce and grow and that atomic nuclei divide. Electron shells were visualized as shells that enclosed and protected atoms, while electron clouds were structures in which electrons were embedded. These, and other alternative conceptions may be generated during discussion as a result of semantic differences between teacher and student language. Students expressed a strong preference …