This study examines the types of examples that middle school mathematics teachers prefer to use when teaching linear equations and their purposes for using these examples. The research was conducted within a qualitative research paradigm, employing a case study design, and participants were selected using purposive sampling. Data were collected from 28 practicing mathematics teachers through semi-structured questionnaires and analyzed using content analysis. The findings indicate that teachers generally prefer using introductory and standard examples while not utilizing counter and extreme examples sufficiently. Teachers use introductory examples to introduce the topic and capture students' interest, whereas standard examples support conceptual learning. In contrast, despite their effectiveness in addressing misconceptions, counter examples are used to a limited extent. It was observed that teachers have pedagogical concerns and tend to avoid more complex examples. The results suggest that for an effective learning process, teachers should incorporate counter and extreme examples more frequently.