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Abstract. In recent years, many studies have shown that chemical reactions are concepts that are difficult for students to understand so they can cause misconceptions. The purpose of this study was to determine the conceptions, threshold concepts and troublesome knowledge in chemical reaction from previous studies and from interviews with chemistry teachers. This study uses qualitative methods and document analysis. Based on analysis of journals and interviews, there are a number of correct concepts, namely: atomic reorganization, breaking and reformation of bonds, and changes in physical or chemical properties. While students misconceptions in the chemical reaction material consist of: ion compounds formed from cations and molecules, cations will bind to negatively charged atoms and vice versa, compounds in solution will be neutral or molecular atoms, and write ions with the wrong charge. Meanwhile, threshold concepts consists of: concept of mixture, physical and chemical properties, material changes, concepts of protons and electrons, electron configurations, forces between molecules, chemical formulas/chemical symbols, chemical bonds, nomenclature of chemical compounds, ionic charges, and Lavoisier law. While troublesome knowledge consists of: the complexity of the particles involved, the complexity of interactions that may occur, the complexity of applying Lavoisiers Law, and the language used.