Previous research shows that the negative attitudes many early childhood teachers have toward mathematics influence their teaching of mathematics. However, attitudes can be changed. Early childhood teacher education, therefore, needs to give preservice early childhood teachers (PECTs) positive experiences of mathematical activities, thus allowing them to gain a positive attitude toward math for their future professional role. For that, it is important to know what attitudes toward mathematics students have when they start their teacher education. This study aims to investigate novice PECTs’ attitudes toward, and views on, mathematics. The study employs a mixed methods design. We used a short form of the Attitudes Toward Mathematics Inventory (ATMI) questionnaire, and reflective written texts. 79 students from one university in Sweden, attending their first semester, participated in the study. The result shows two distinct groups of students, one larger group with primarily negative attitudes toward mathematics who relate mathematics to the school subject, and a smaller group who show neutral to positive attitudes and who relate mathematics more to everyday life. Both groups, however, show a desire to give children positive experiences of mathematics. The results give implications for what to consider when working to promote PECTs’ attitudes toward mathematics.