Modern curricula stress the necessity for the development of pupils’ modeling skills. However, research reports have shown that this development is influenced by the teachers experience in teaching with models and in carrying out modelling activities inside the classroom. Most papers show that teachers front difficulties in teaching models or about models. This paper presents a part of a broader qualitative research, undertaken to investigate the conceptions of pre-service teachers concerning the modes of representation of models. The research sample is related to 15 individuals from Physic’s department, Elementary School and Nursery School. The semi-structured interview was used as the research tool. The results showed that the symbolic types and the verbal rules are rarely recognised as models by the university students, whereas the tangible dynamic representations and the software are.