This research report explores relationships between fractions' task representations (discrete, rectangular, or circular) and elementary prospective teachers' (PTs) fractions conceptions. Studies show PTs' conceptions of fractions are centered on a part-whole understanding, which may be problematic when teaching children about improper fractions. We studied PTs' conceptions of fractions using a task-based written assessment. The assessment also included PTs' rankings of task difficulty. We found that PTs' responses involving circles representations aligned best with the empirical trajectory of children's developing understandings of fractions. We discuss implications for supporting PTs in conceptualizing fractions as measures. [For complete proceedings, see ED581294.]