The study was conducted to explore scientists and students' perspectives on metal complex isomerism. These correspondences formed a powerful grain for conceptual change in content-oriented instruction for 15 third year chemistry major students at the ¾ÅÉ«ÊÓƵ-Ghana. The interpretive case study was used to explore students' responses on the geometrical isomers of complexes. based on the researcher's interpretation of the Model of Educational Reconstruction (MER), a clarification of geometrical isomerism in coordination chemistry content structure was developed. The generated conceptions from four (4) University-level textbooks and students, primarily informed the clarification process. These conceptions on metal-complex isomerism (geometrical) from scientists and students were brought into meaningful correspondences. All data were analysed by qualitative content analysis, addressing students reasoning during the ten (10) week class sequence. The research afforded students access to use their constructed knowledge rather than being passive recipients of scientist-presented knowledge. This study discussed the relevance of geometrical isomerism in Higher Education (HE).