In higher education institutions that train prospective teachers, it is necessary to ensure that prospective teachers get to know their profession and to improve their perspectives on students. On the other hand, McDiarmid (1990) emphasizes the importance of knowing the cognitive and affective knowledge of prospective teachers (Baydar and Bulut, 2002). These experiences emphasize the image concept. Picture; it has a cognitive and emotional component that includes mental representation and attitude, emotions, anxiety, pleasure and fear. The image can be explained both by drawing and sentences (Sam, 1999). The aim of the present study is to determine the attitudes of the prospective teachers who are studying in the departments of elementary mathematics education, science education, and primary school education towards the mathematics teacher and the student who learns the mathematics when they start and complete the teacher training programs. In this context, an in-depth understanding was tried to be revealed for the cognitive and affective acquisitions of prospective teachers for mathematics teachers and students learning mathematics. The determination of the prospective teachers' images towards the mathematics teacher and the student learning mathematics is important in terms of demonstrating the points that teacher education should focus on and developing the teacher training program because while developing the program, dealing with the needs of teacher candidates in the context of determining the needs of individuals; it ensures that pre-service teachers participate effectively in the process by determining the target location and planning activities. This study will contribute to the field on account of the fact that it determines the cognitive and affective knowledge of the prospective teachers about the mathematics teacher and the student who learns the mathematics, gives an idea about what the prospective teachers will do when they become in-service teachers, shows the field knowledge that the prospective teachers have on the mathematics which will be taught at the beginning and at the end of the program, evaluates the attitudes of the prospective teachers towards the students who learn the mathematics, and identifies how well the prospective teachers know their profession. This study aims to investigate the images of first- and fourth-year elementary mathematics, science and elementary education teacher candidates about mathematics teachers and students. In the survey research, it was tried to describe the perceptions of teacher candidates about mathematics teachers and students. 424 teacher candidates participated in the study. Data were collected by using a drawing form for teacher candidates. For the analyses of data, themes and codes were identified, and percentages were reported for the statements “often, rarely and never”. In their drawings where they imagined themselves as mathematics teachers, they most commonly represented the mathematics teacher as lecturing. At least, they stated that the mathematics teacher has a negative feeling and makes the exam. They made drawings that showed that the mathematics teacher was mostly smiling, standing and writing four operations on the whiteboards. The fact that pre-service teachers express that the teachers teach lessons is similar to Güven and Karataş's (2004) research. In a study with students, it was mentioned that students prefer student-centered teaching (Gökçek & Güneş, 2011). Toluk-Uçar, Pişkin, Akkaş and Taşçı (2010) also stated that students use positive qualifications for the teachers they want to have while describing their teachers with negative qualifications. Gökçek and Güneş (2011) and Özyıldırım-Gümüş, Acar and Yetkin-Özdemir (2015) also stated that students want to see their teachers while teaching enjoyable lessons. In this context, it can be said that pre-service teachers prefer traditional education, although students want student-centered education. The reason for this may be due to the fact that pre-service teachers are trained with traditional education or the teaching methods and techniques that make the student effective in the undergraduate programs are not included in the center. In their drawings where they imagined themselves as mathematics teachers, they most commonly represented the students as listening to the lecture. At least, they stated that the students learning mathematics were indifferent to the lesson or had an exam. They showed that students learning mathematics were mostly on their desks. The fact that pre-service teachers express that the students listen to lessons is similar to Güven and Karataş's (2004) research. In the research of Güven and Karataş (2004), it is stated that traditional, teacher-centered classroom environments are reflected. In this context, it can be said that teacher candidates tend to traditional approach. This may be due to the fact that teacher candidates are trained with a traditional approach or the teaching methods and techniques that place the student in the undergraduate programs are not sufficiently included. In line with the results obtained in the study conducted to reveal how the pre-service teachers' images towards the mathematics teacher and the student learning the mathematics, the suggestions for the research are as follows; The reasons why they dream of their students while listening to the lesson can be explored as the teachers of the future. For this, interviews or observations can be made. Teaching practices can be observed. Observations can be made in the lessons by examining the teaching profession curriculum. Since this may be due to the lessons being taught in teacher training programs, opinions can be obtained from prospective teachers. In addition, because the mathematics teacher and the students do in the drawings of prospective teachers; a similar study can be repeated by increasing the number of participants in order to reveal whether there is a significant difference according to the program and grade level they are studying. Since the number of pores less than five in the expected value exceeds 20% in this study, it was not possible to make a chi-square and it was not possible to determine whether there was any difference according to the program type and the grade level. Practical suggestions that can be expressed in line with the results of the research are as follows; While teaching themselves as the teachers of the future, they saw their students while listening to the lessons and turned towards a teacher-centered approach. This may require a revision of teacher training programs. To this end, they can be encouraged to do their teaching practices in order to create a learning environment that their students will discover and learn under their guidance in the future. In teaching profession lessons, it can be emphasized what such an approach may result. Teacher trainers can also be models in field education, teaching professional knowledge and general culture courses.