The purpose of the study is to examine the questions about speed in the mathematics test of the Student Selection Examination (ÖSS) conducted by ÖSYM in terms of misconceptions. The study is a document review. Document analysis can be used alone to collect data in qualitative research. In the study, docu-ments containing the mathematics test questions and solutions used in the Student Selection Examina-tions conducted by ÖSYM were analyzed according to the descriptive analysis approach. There are gen-erally contradictory explanations and operations between the eight-question question statements chosen for the study and their solutions. Asking the questions according to the velocity quantity and solving them by acting as if the speed was asked, confirms this claim. It can be said that the words in the expres-sions of the questions about the velocity used by ÖSYM in the Student Selection Exams (2001-2009) are far from being scientific at a level that may lead to misconceptions and are used without thinking of "misconceptions". Teaching the quantities of distance, displacement, velocity, and speed in physics les-sons given to prospective mathematics teachers in undergraduate programs by showing them appropri-ate question examples as given in the introduction part of this study may prevent misconceptions about those quantities or making it difficult to maintain the existing ones.