Abstract: In Singapore, primary children are taught to use the model method to solve challenging word problems, which otherwise would require algebra to solve. This study aimed to investigate whether learning the model method has any effect on how such students solve word problems after they have learned formal algebra in secondary mathematics. Also students’ perceptions of the model method were ascertained. One hundred and forty-five secondary two express stream students took part in this study. The students sat for a four-item test. The study found that the express stream students preferred algebra to the model method. However students had difficulties identifying how unknowns were represented in the model method. Although students had positive perceptions of the model method they were also able to identify its limitations.