Embracing a multisemiotic approach, this case study addresses the ways in which prospective middle school mathematics teachers use linguistic signifiers idiosyncratic to the Turkish language to construe mathematical meaning of angles formed by two lines cut by a transversal. Also, students' mathematical referents to explain angle relationships were characterized. Six students (3 female, 3 male) volunteered to participate in an individual task-based interview. The results indicated that students used morphological units of meaning when they explained the mathematical concepts. Also, most students used the parallelism of the two lines cut by a transversal as a qualifier to be able to talk about the angle pairs on a transversal. They most often recited properties, such as the U property, to explain the angle relationships. Implications for future research are provided.