This study explored the relationship between teachers’ ideas on teaching electricity and their awareness of learners’ misconceptions. A sample of six participants was conveniently selected from six different schools in an urban setting. A multi case design was used, treating each participant as a separate case. Data were collected using a questionnaire and interview. Each question in the questionnaire was designed to probe teachers’ knowledge, understanding and addressing of well-known misconceptions about circuits as reported in the literature. Interviews focused on teachers’ ideas about content and teaching methods. Results were interpreted using an existing Pedagogical Content Knowledge (PCK) model as conceptual framework. It was found that teachers’ understanding of misconceptions ranged from minimal to insightful. Their strategies to correct misconceptions included teaching factually, mathematically, practically and conceptually. It was found that those teachers who were well aware of their learners’ misconceptions also held ideas that science teaching should focus on conceptual understanding and that various teaching methods should be used. Conversely, teachers who demonstrated poor understanding of misconceptions tended to view and teach concepts as isolated facts. It is argued that the relationship between teachers’ ideas and their awareness of misconceptions is one of cyclic reinforcement rather than simple cause and effect. The results also showed that teachers’ qualifications play a significant role in their ability to facilitate understanding of concepts in electric circuits. A new hierarchical model of pedagogical content knowledge is proposed to explain the results of this study.