This study aimed to find out assessment and evaluation approaches in a Mathematics Teacher Training Department based on the views and experiences of student teachers. The study used a descriptive survey method, with the research sample consisting of 150 third- and fourth-year Primary Mathematics student teachers. Data were collected using a self-constructed questionnaire. Piloting, factor and reliability (alpha = 0.87) analyses were performed. The final version of the questionnaire has three parts with a total of 46 questions. The results were analysed and tabulated using descriptive statistical techniques. A series of factor analyses was performed for the sample. Descriptive results show that the main aim of assessments and evaluations is to find out factual (pure) knowledge of mathematics. Classic paper-and-pencil tests have been mainly used, and they usually have theorem-proof questions. The findings confirm that alternative assessment methods are rarely used in the department. Moreover, the used assessment methods hardly emphasize understanding, creativity, performance, and real-world applications. (Contains 5 tables.)