In recent years more emphasis has been placed on conceptual learning and understanding in the sciences. Unfortunately, among advocates of such a position there are those who do not see any role for quantitative problem solving at the secondary/high school level or even the introductory university level. This may be due to the frequent use of typical ‘plug and chug’ problems in problem solving sessions. However, a quantitative problem which requires students to illustrate their conceptual learning and understanding will reveal much to teachers and at the same time provide invaluable feedback. Such a problem was identified and presented to 96 secondary three students (15 years old). On analysing their performance on this quantitative problem, it was evident that these students do have problems related to conceptual learning. In this paper we discuss these conceptual learning problems based on the students’ performance. At the same time, a number of suggestions for appropriate remedial experiences are offered.