This study was to determine how teacher candidates perceive zero. In this study, which used the case study method from qualitative research approaches, 264 teacher candidates constituted the participants. The participants consisted of 66 elementary mathematics, 58 special education, 82 primary school and 58 preschool teacher candidates. The questions in data collection tool that do not require knowledge at the level of expertise were created. The research was conducted with candidate teachers studying in different departments. It was found that there were no obvious differences between the candidates' perceptions of zero.