The study examined secondary school students' ability to interpret various representations of simple three-dimensional objects. Verbal descriptions, descriptions based on coordinates, graphical representations, and actual prototypes were employed. The two-dimensional graphical representations were plans, elevations, and perspective drawings. Grade 7, Grade 9, and Grade 11 students were given four identical wooden cubes and asked to construct the objects represented by a particular description, graphical representation, or prototype. For all ages studied, verbal descriptions, perspective drawings, and prototypes were more easily interpreted than plans, elevations, and descriptions based on coordinates. Perspective drawings and prototypes were more easily interpreted than verbal descriptions, but students did not find copying a prototype easier than using a perspective drawing. Grade 9 and Grade 11 students were more successful than Grade 7 students in interpreting plans, elevations, and descriptions based on coordinates; no difference was found between Grade 9 and Grade 11 students.