The literature on teachers' beliefs and ideas suggest that there is a direct relationship between teachers' beliefs and their classroom practices. In particular, mathematics teachers' beliefs and ideas about teacher' role and mathematics teaching shape learning activities in real environments. This study aimed to determine how pre-service teachers perceive teachers' role and what the meaning of teaching according to them. For this purpose, semi-structured survey form applied to senior pre-service teachers from Elementary and Secondary Mathematics Education Department at K.T.U. In the form, several job names were given to teacher candidates and they were asked to arrange those names in the order that best fit into their teacher model. Then, pre-service teachers explained the reasons for their arrangements. In this way, teacher model building in their' minds tried to be revealed. Some conclusions were drawn about how pre-service mathematics teachers profile matched with the one provided by new curriculum.