The purpose of this study is to reveal how prospective primary school math teachers perceive rectangular prisms through models. The survey model was employed for the study. The data were collected through the interviews protocol, consisting of four models and two open-ended questions concerning the models, with 113 students of Mathematics Teaching, the department of primary school teaching, the faculty of education at a university located in a middle-sized province in Eastern Anatolia, Turkey, during the Fall Term of the Educational Year 2010-2011. The data were descriptively analyzed. The findings suggest that most of the students are successful in naming the three models they frequently encounter in a proper way and explaining the characteristics and connections concerning the models but they are less successful in the model “skeleton”, which they rarely encounter. In this sense, it is recommended that the teaching process should include the “skeletons” of geometrical objects.