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Force diagrams, or some say free body diagrams (FBDs), as physics representations, are usually employed to teach and learn physics concepts such as force. Physics education studies indicate that the use of FBDs can support or hinder student- performance in solving physics problems. This study aims to investigate the type of representations drawn by students and the patterns of students- response while solving force problems. By involving physics education students (preservice teachers), questions about the application of Newton-s laws were administered to students to elicit the patterns of students- diagrams and students- answers. Results were analysed into three categories: complete, incomplete, and miscellaneous force diagrams. In addition, some students did not draw diagrams in solving the problems. Based on students- answers, the percentage of students drawing incomplete diagrams is higher than drawing complete diagrams. Students who drew complete diagrams tend to obtain correct final answer. Some students who drew incomplete diagrams were not able to find the correct answers and even to finish the problem. The group of students whose drew diagrams were in the miscellaneous category tended to demonstrate incorrect and unfinished answers.