Geometry teaching should include 3-D geometry and allow students to use their spatial ability in problem solving process. Thus, it could be supported by activities that allow improving 3-D thinking (NCTM, 2000). Researchers have debated that spatial ability could be related to geometry success and geometrical thinking levels as well as there could be many factors affecting spatial ability (McGee, 1976, 1979). Studies on spatial ability date back to 1940s and 1950s and these studies advocate spatial ability is related to spatial reasoning (Pittalis & Cristou, 2010; Unal et al., 2009). Moreover, many researchers make different suggestions concerning the definition and subdimensions of spatial ability (McGee, 1979; Olkun, 2003a; Sorby, 1999). However, it could be defined as perceiving visual spatial world in a true way and transforming these perceptions into performance (Sorby, 1999). Also, it could be generally said that spatial ability includes rotation of an object, estimating the visualization of an object from different perspectives, and the development of an object (Güven & Kosa, 2008). Some researchers say that spatial ability could be developed with the education and some teaching methods such as using dynamic geometry software and manipulatives could be effective in the development of it (Arıcı & Aslan Tutak, 2013; Baki, Kosa, & Güven, 2011; Güven & Kosa, 2008; Hegarty, 2004; Olkun, 2001; Sorby, 1999). Moreover, toys and games playing in childhood period and spatial experiences are effective factors on spatial ability (Battista & Clements, 1996; Islam et al., 2013; Sorby, 1999). Apart from these, gender is an effective factor on spatial ability according to some studies (Islam, et al., 2013; Jovanovic, 2014; McGee, 1979; Sorby, 1999), yet some researchers claim that it is not an effective or they advocate it depends on many other factors (Battista, 1990; Lin & Petersen, 1985; Ubuz et al, 2009). Furthermore, right or left handedness is a debating subject for spatial ability. Since handedness depends on different variables such as gender and familial sinistrality, using right or left hand had different effects on spatial ability (Annett, 1992; McGee, 1976; Tan, 1990). Finally, spatial ability of university students on different department had been investigated (Erkek, Işıksal ve Çakıroğlu, 2017; Islam et al., 2013; Jovanovic, 2014; Sorby, 1999; Turgut & Yenilmez, 2012; Yurt & Tünkler, 2016). These studies showed that spatial ability of university students differentiate into the departments and the class level as well as there are more studies on engineering students. However, as the study group differentiates, spatial ability of university students become different even they are in the same department. Therefore, spatial ability of different groups could be investigated according to some variables that are thought as effective.