Engineering is one of the application areas of mathematics; it is evaluated as an application process to create new products using mathematics, technical sciences, and social sciences. The purpose of this study is to examine the misconceptions of engineering faculty students on the subject of limits, which is one of the basic subjects of analysis that they find notional and need help understanding, and their knowledge levels on limits in general without going into depth. The study participants consisted of 50 students studying in the computer, mechanical, and electronic engineering departments of a university in the Western Black Sea region and continuing their second year. The data in the study were obtained from 3 questions asked to engineering faculty students. The data collection tool was prepared based on the basic knowledge they acquired on the fundamental analysis subjects in the general mathematics course content taught by the engineering faculty. The study is a case study using qualitative research methods. According to the study findings, engineering faculty students only have a cursory grasp of the concept of limit and need help fully integrating the definitions' content. Therefore, it was determined that they needed help interpreting the relationships between the concepts of derivative, limit, and continuity and needed more about the nature of these relationships.