This study explored how students visualise the states and classifications of matter with the use of scientific models. Misconceptions of students in using scientific models were also identified to formulate a teaching framework. To elicit data in the study, a Visual Conception Questionnaire was administered to thirty-four (34), firstyear, general education students in a teacher education institution in Manila. An interview was then conducted to further inquire whether their answers on the questionnaire agreed with their own understanding. Results of the study show that, in general, a high percentage of students were able to use scientific models correctly and only a few misconceptions were identified. Although misconceptions still arise from using scientific models, due to the students' failure to account for the use of models in representing different aspects of the concepts, it is still a better way to represent ideas at a level that they can understand. The role of teachers, then, is to facilitate students in building models and visualising ideas.