The high misconception burden that is had by chemistry prospective teacher influences the learning process when teaching in class greatly, because the conveyed information or concepts missed. Students who are chemistry teachers prospective who experience a high burden of misconception are reducible, because misconception that is long lagged in the student’s memory cause a resistance misconception, which is strong and difficult to be reduced. The recall-integrated conceptual change strategy facilitates the occurrence of cognitive conflict and reduction of the misconception burden, which causes a process of change in conception. The case study research on prospective chemistry teacher who have been detected of having a high misconception load of more than 50% on the concept of ionic bonding, was obtained by using the three tier diagnostic test method. Students who were detected of having high misconception burden on the concept of ionic bonding, improved the cognitive structure (scheme) individually by using the recall- integrated conceptual change strategy. The data was obtained by using mixed methods by applying embedded concurrent strategy, the qualitative and quantitative data were carried out at the same time. Qualitative data was obtained through observation and interview and quantitative data was obtained through test, then qualitative and quantitative data were analyzed and interpreted. The results of the recall-integrated conceptual change strategy have a good impact on, (1) the recall process helps providing information on the stored misconceptions in long term memory, (2) successfully creates cognitive conflict with a high level of anxiety resulting in accommodation processes, (3) decrease the misconception burden and students becomes aware of the concept.