We examined the role of refutation texts in learning to replace science misconceptions. Calling a misconception to the foreground may help people overcome the misconception (Broughton & Sinatra, 2010). To test this claim, we had students who expressed a common misconception in physics read one of three passages about the issue. The passages differed in whether the misconception was explicitly stated, implied, or not mentioned at all. We found that students who had been exposed to the misconception, either explicitly or implicitly, were less likely to express that misconception when they had been questioned about the topic shortly after reading the passage or one week later. These findings have important implications for practices in science education.