Research findings indicate that students's understanding of electric current in simple circuits is confused by many alternative conceptions.  The model of current which is universally accepted is one of moving electrons in a wire, responding to a difference in potential across the ends of the wire.  Remedial teaching strategies have all sought to clarify this model, to enable students to predict circuit behaviour and solve circuit problems.  It is possible, however, that this is not the most useful model.  An examination of expert images has shown that many experts hold a field concept rather than a particle one.  This paper addresses the relevance of these findings for classroom practice.