Modelling can be considered as an effective way of ensuring permanent learning in the 'Fractions' topic, as well as the other topics of mathematics. When the effect of teacher's knowledge on students' learning is considered, it is important to investigate modelling skills of tomorrow's teachers regarding fractions. Within this context in the present study, prospective middle school mathematics teachers' modelling skills of multiplication and division in fractions were examined. The study was carried out with a total of 104 prospective middle school mathematics teachers who study at the Faculties of Education at two different universities in Turkey. The Modelling Fractions Test (MFT) with six items, three of which were on multiplication and three of which were on division infractions, was used as a data collection tool. In analyzing the data, descriptive statistics was used and items were evaluated one by one. The findings indicated that the participants showed better performance on modelling with operations in multiplication than with the ones in division, created better models regarding operations requiring multiplication and division of a whole number and unit fraction, and also half of the participants answered questions in MFT as completely correct.