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Work-energy is one of fundamental concept of physics. There is a subtle distinction among sources, forms and modes of transfer of work-energy process. Moreover, there are different meaning of work-energy in science and daily life which leads to misconception. This paper reported students- undestanding and the method has been used to teach work-energy concepts. This study was implemented mixed method embedded experimental design. Subject consisted of 57 students of mechanical engineering who took Physics for Engineering course, enrolling in 2018/2019 academic year. Data were analyzed quantitatively are score of student-s conceptual understanding by paired sample t-test. Data were analyzed qualitatively are students- understanding by constant comparative method, and interviews. Students- conceptual understanding score was improved from mean-s score 44,40 to 72,54 (p < 0,01) and effect size was improved with high category (3,79), upper-medium N-gain (0,51). There was students- difficulties in understanding work-energy such as interpreted work-energy concept in the context of science and used work-energy bar chart. Besides that, teachers found difficulties about the role of language in the teaching of energy.