In 2006, a project was undertaken at the School of Physics, University of Sydney with the aim of measuring introductory students' conceptual understanding of heat and temperature. Students' conceptual understanding of heat and temperature has been measured using the Heat and Temperature Conceptual Evaluation survey (HTCE) developed by Thornton and Sokoloff (2001). A total of 175 students have been tested before and after standard first year university instruction giving pre and post data. The students were divided into an Advanced class and a Regular class. Both classes were taught by traditional teaching methods, but with different lecturers. There are some differences in the teaching, for example computer simulations were used in some classes. This study found that the average mark for pre and post test of the Advanced class is higher than the Regular class. The average pre-test mark for all students is 61.02 percent, 77.76 percent for post-test, and average normalized gain is 0.43 – a value comparable to instruction based on interactive engagement as defined by Hake (1998). In future, pre and post instruction comparisons for Thai and Australian students will be made and study guides/teaching methods developed for introductory physics classes.