Graphical knowledge, core component of the science curriculum, is an essential skill for any technological innovation. A lack of such a skill is a reflection of poor conceptual understanding. To assess students’ understanding of kinematic graphs, I have explored the use of Beichner’s (TUG-K,version 3.2) diagnostic test for eliciting graphical misconceptions amongst grade 11 natural science students of Etigye Tayitu general secondary and preparatory school. The study was conducted using descriptive case study method. The samples of the study were 70 students (27 male & 43 female).The data gathering instruments used were questionnaire, interview and TUG-K pre- test & post test. The results indicate that students experienced considerable difficulty in virtually all aspects of the test survey. Further, it is revealed that students experienced many difficulties based on misconceptions that are deeply rooted in their prior school knowledge. Through the treatment employed the sketching method, eye tracking method, and inquiry based variety of active learning methods during the tutorial sessions the result of the post test is considerably higher than that of the post test