In this study we investigated alternative conceptions about galvanic cells and interpretations of theprocess occurring in a voltaic cell. It was conducted with fifty-five 12th grade high school students andforty-three first-year university chemistry students. Comparative analysis of the results obtained bymeans of a test and an open question reveals that: a) Many high school and university students holdmisconceptions about galvanic cells; b) There is no significant difference in misconceptions and interpretationsbetween the two groups of students, and c) Few students can correctly explain how avoltaic cell works. Finally, the implications of these results are discussed.