In this study, the representations preferred by prospective teachers in the teaching of note values were determined and the accuracy of these representations was analyzed in the context of mathematics and music. The case study, one of the qualitative research designs, was used in the study. Study group of the research consisted of 113 pre-school teachers. According to the findings of the research, prospective teachers preferred verbal (92%), note and (80%) real life representations in defining the note values in general terms. On the other hand, geometrical and algebraic representations were preferred at lower rates. The mathematical expressions of the vast majority were found to be correct when the accuracy of representations chosen by the teacher candidates were analyzed. Problems experienced in relation to mathematical expressions in teaching note values include "disproportionate fragmentation," "modeling error," and "algebraic error." On the other hand, representations used in the teaching of note values have generally been unsuccessful in musical expressions; the problems faced in articulation were determined as "not (being able to) showing" note values, "incorrectly showing" quarter note values and "incorrectly defining" note values. The accuracy rates of mathematical expressions are higher than those of musical expressions, regardless of the representation used (note, real life, geometric, verbal, algebraic). In addition, research findings show that prospective teachers who use "four types of representation" in the teaching of note values are more successful in mathematical and musical context than those who use two and three representations.