Geometric experience, spatial representation, spatial visualization, understanding the world around us, and developing the ability of spatial reasoning are fundamental aims in the teaching of mathematics. (Freudenthal, 1972) Learning is a process which involves advancing from level to level. In primary school the focus is on the first two levels of the Van Hiele model (level 1. recognizing figures; level 2. analysing figures); on laying the foundation of basic terms in geometry. The aim of the research is to investigate the knowledge of teacher training students in the area of association and relationship building between geometric content and real life objects (e.g. buildings, sculptures, fountains); to provide means for revealing and studying some components of the students' geometric knowledge and point out any lacuna, as well as facilitate the completion of existing lacunas. The participants involved in this research (N = 115) had to identify two-dimensional and three-dimensional figures on the basis of 12 photos of real three-dimensional objects (selection criteria: a multitude of shapes and figures). We have focused on the accuracy, frequency and variation of terminology in students' answers, as well as on analysing mistakes. (Pjanic & Nesimovic, 2015).