The aim of this study was to determine preservice elementary teachers' images for some special quadrilaterals. The case study was conducted with 6 preservice elementary teachers. The data were collected by clinical interviews to evaluate preservice teachers’ images for quadrilaterals. Hence, initially, the questionnaire consisting of two parts was given to preservice teachers. In the first part, preservice teachers were asked to draw 3 different squares, rectangles, trapezoids and parallegroms; they were asked to identify these quadrilaterals in the second part. Clinical interviews were conducted by preservice teachers about the questionnaire; thus, preservice teachers’ concept images and own definitions for some special quadrilaterals were defined. The data were analyzed by descriptive analysis. It was revealed that preservice teachers drew quadrilaterals incorrectly not to show notation, know the properties, and classify the relationship between them. Furthermore, it was identified that they had wrong images for especially trapezoid about their individual definitions.