It is known that an engineer must have conceptual knowledge and be fully versed in all of the application knowledge. Integration is one of the most needed subjects in science and engineering. This study determined the conceptual knowledge levels and misconceptions of engineering faculty students, who are future engineers, on derivatives and integrals. The study participants consisted of 50 second-year students studying in the computer, mechanical, and electronic engineering departments of a university in the Western Black Sea region. The data in the study were obtained from 2 questions asked to engineering faculty students. The data collection tool was prepared based on the basic knowledge they acquired on the elemental analysis topics included in the general mathematics course taught by the engineering faculty. The research findings showed that engineering candidates did not have sufficient knowledge of the concepts of derivatives and integrals and did not fully master the definitions of the concepts.