Misconceptions that students bring with them to the introductory science classroom plague every area of science and are especially prevalent in astronomy. One way to identify and possibly dispel some of these misconceptions is through the use of a misconceptions survey. The following is a report on the development, implementation, and some early results of the use of an Astronomical Misconceptions Survey. The survey was developed on the basis of previous research on common misconceptions in astronomy and used in sections of introductory college astronomy to identify which misconceptions were more and less prevalent among students and how effectively some of the misconceptions could be dispelled by various teaching methods.