Due to the growing value of software technology in our everyday life, young professionals and undergraduates need to be well-qualified for Software Engineering (SE) careers. Additionally, its didactic basis is a recent development. The use of software in everyday life in different contexts can invoke preconceptions about informatics, programming and SE. As a consequence, freshmen students do not enter university as “blank sheets” [1, p. 58]. They have formed preconceptions, which represent conceptions someone has gained before confronted with factual issues. These can be used as “points of departure” for teaching in a “positive” way or should be addressed to reduce obstacles, if detected as so-called misconceptions (MCs). MCs are individual conceptions that are “at odds with modern scientific theories” [12, p. 2] and thus can be an epistemological learning obstacle [7]. To be able to use or address these conceptions in teaching and learning contexts in higher education, they must be elicited and evaluated in advance. Therefore, this paper covers a mixed methods research agenda to combine undergraduates’ MCs in SE, lecturers’ handling, and implications.