The present work discusses some of the difficulties that chemistry undergraduates have with electrochemistry and possible impacts on higher education. They responded to a questionnaire about their insights and experiences regarding electrochemistry teaching, as well as their knowledge about it. The responses were categorized according to their difficulties, mistakes, and alternative views, by means of content analysis. The data revealed that undergraduates often enter the course without solid previous knowledge about redox phenomena, since few of them managed to develop more elaborate and correct responses, directly impacting the continuity of electrochemical studies in higher education.