This article examines the reflections of prospective mathematics teachers about the use of popular films in a history of mathematics course. Three films are used in the course are Agora, The Man Who Knew Infinity and A Beautiful Mind, which are describing mathematicians’ experiences and struggles in different historical moments. Following completion of the course, twelve middle school prospective mathematics teachers voluntarily participate in the face-to-face semi-structured interviews. According to the results, popular films are inspirational for prospective mathematics teachers to pursue further mathematical studies and the stories in the films are influential while making future decisions. For prospective mathematics teachers, popular films are also helpful to put mathematicians in context in which their life styles and experiences become more visible. Despite the benefits of watching mathematicians in the films, prospective mathematics teachers reflect on the fact that popular films are coming from a profit-driven sector and they reflect on how the commercial purposes can limit a full comprehension of mathematicians’ lives. In the light of the findings, popular films are recommended as productive instructional materials in mathematics teacher education courses while there is a need to reflect on the commercial purposes and disadvantages.