Geometry is one of the disciplines children involve within early years of their lives. However, there is not much information about geometry education in Turkish kindergarten classes.

This qualitative research is based on mathematical problem solving and modeling. In this study I analyzed 39 junior year prospective classroom teachers' experiences while they were enrolled in the "Teaching Experience" course and visiting public primary schools. More specifically, I examined teaching mathematical problem solving and modeling by content analysis of the qualitative data. The participants were given a six-hours training about problem solving and modeling prior to data collection. The findings were as follows: prospective teachers i) became more familiar with the nature of problem solving after the teaching practice; ii) they had difficulties in choosing problems and in teaching due to insufficient experience; iii) they had difficulties in finding non-routine problem situations; iv) they formed sympathy for mathematics teaching through problem solving approach by using modeling; v) the pupils at the host schools were willing to engage in such activities, and they used positive expressions about their learning experiences.