The aim of this study is to determine the attitudes of prospective biology teachers towards mathematics, and to see whether they need a mathematics course, which is not included in their curriculum at present. To this end, a "Attitudes towards Mathematics Scale" and "Student Information Form" was applied to students. With the scale, the attitude towards mathematics was examined under seven sub-dimensions, and in the information form, students were asked whether they need a mathematics course and the reasons for this need. As a result of the findings, as far as attitude towards mathematics in relation to gender was concerned, it was seen that there is a meaningful difference in favor of female students in the "interest, love, pleasure" sub-dimensions, and no such difference in the "confidence, fear, profession and importance" sub-dimension. In terms of class levels, meaningful differences were obtained both towards mathematics and towards its sub-dimensions, and it was determined that the differences are in favor of fifth-year students in all sub-dimensions. Another result was that there is a meaningful difference in favor of those who answered the question "Should there be a mathematics course in your curriculum?" as "yes." As a result of the examination of the views of students in the information form, it was concluded that a great many of students want a mathematics course in the curriculum.