The aim of this study is to examine the working of prospective mathematics teachers on a modeling problem for the real-life use of a formula taught in the analytical geometry course, within the framework of the dual modeling cycle (DMCF), and to compare their success in the questions given as theories and relations in real-life contexts. A case study was performed with six undergraduate mathematics education students in Turkey. The data consisted of the solution papers of two activities, toilet paper tubes, the sound records, and classroom observations. In the dual modelling cycle framework (DMCF), participants resolved the results obtained from the working mathematically stages of the second activity by transferring them to the initial activity. Utilising the dual modelling cycle, prospective teachers could use similar and simpler activities to solve real life problems which they previously found difficult to solve. Participants were more successful in solving theoretical questions than the modelling activities. The dual modelling activities carried out in this study implies that prospective teachers can apply one of the theoretical equations they learned in field courses to real life.