This study aims to determine the perceptions of undergraduates, who are receiving coding in a faculty of education, on modal representations employed in the teaching process and identify their transition skills between representations. The research used the quantitative research method, non-experimental design, and descriptive search models, calculating the obtained data frequencies by numerical analysis. The study was carried out with the participation of 58 undergraduates in the Computer and Instructional Technology Department of an education faculty in the 2018-2019 academic year. The representational skill-testing used in the study consists of 12 open-ended questions developed by the researchers. The reliability of the test was calculated as 0.96 with the Pearson product-moment correlation coefficient value. Transitions between the representation of mathematics, verbal, flowchart, and code were rankly listed in the test, which was applied in a single session. The obtained data were scored with a grading key and undergraduate achievement was assessed according to the transition between representations. The analysis has revealed that representation transition skills may differ from each other and that coding teaching, which takes into account these transition skills, should be carried out with flow chart, verbal, mathematical and ultimately code representations, respectively.