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With the emphasis and growth of solar energy, there is a rising need to educate students to perform in PV engineering. However, the curriculum for PV Engineering has not been well-articulated-needing both a focus on what that content is, and also what learning challenges students face when they learn it. Misconceptions, primarily those resulting from a limited understanding of emergent phenomena, can act as significant barriers to learning, and as such should be considered in curriculum development. The purpose of this work-in-progress is to use the Delphi Method to identify emergent phenomena in PV that is critical to the understanding of PV, while highlighting the resulting misconceptions that can result when students learn this content.