Programming is one of the fundamental components of Computer Science. Many countries have incorporated this core component into their educational standards. We can introduce programming into the educational process in different ways. One of the modern and fast developing methods of introducing students to programming is Educational Robotics (ER). ER integrates STE(A)M in a very natural way and thus, due to its cross-curricular nature, allows such a way of teaching, where students learn to plan the behaviour of the robot by programming the physical components of the model. The complexity of ER leads us to take into account various aspects when designing educational materials that influence the cognitive process of students and their understanding of the educational content presented. One of these aspects is the students’ prior knowledge of robotics that they have acquired from everyday life and with which they come to class. The aim of this work is to identify this natural acquired knowledge, the so-called pre-concepts, about controlling a robot. The results presented here are from a pilot study conducted with a group of 48 students aged 11–13 years old at a grammar school, with no prior ER classes. Based on the analysis of the data obtained from questionnaire, we can say, for example, that although the students have the correct idea that robots have to be programmed, their ideas remain at the level of concrete examples, without a higher level of abstraction.