The study investigated the perception of difficult concepts in B.Ed Chemistry programme in Ignatius Ajuru University of Education Rivers State Nigeria by Chemistry students. Three research questions and two hypotheses guided the study. The study adopted the descriptive survey design. The sample size was 85 Chemistry undergraduate students of Ignatius Ajuru University of Education, Rivers State. The instrument for data collection was a researcher made questionnaire titled Perception of Difficult Concepts in Chemistry Questionnaire (PDCCQ). Mean, standard deviation and t-test were the statistical tool used for data analysis. The result of the study reveals that ten out of fifteen concepts were perceived difficult by the students which includes thermodynamics, redox reaction enthalpy, thermochemistry, quantum number, chemical kinetics, electrolysis, chemical equilibrium stoichiometry and energetics. The difficulties were attributed to teaching process, nature and language of Chemistry, mathematical efficiency, lack of prior knowledge, lack of practical activities and Chemistry lecturers’ qualification. There is no significant difference between male and female Chemistry students perception of difficult concept. The study recommended among others that Chemistry undergraduates and teachers should pay attention to these concepts to enhance their performance.