The purpose of this study is to describe Mathematical Literacy (ML) of Prospective Elementary School Teachers with attention to aspects of mathematical skills and gender. The type of research is qualitative with the research design of Case Study. Respondents are assigned 12 Prospective Elementary School Teachers, consisting of 6 men and 6 women. The instruments used to collect data on ML are tests, and interview guidelines. The collected data were analyzed descriptively. The results of this study are: (1) ML of Prospective Elementary School Teachers which can be seen from the aspect of mathematical skills and gender is categorized as low, respondents having strong mathematical skills indicate a better ML than respondents having weak mathematical skills, and female respondents indicate better ML than male respondents; (2) in terms of Content, the highest score is achieved on the Numbers Content, the weakest Content is in terms of Algebra and Function, while the strongest content is in the field of Probability and Statistics; (3) in terms of Context, the highest and lowest average Personal Context is in the Scientific Context and the maximum score achievement is obtained for Occupational and Scientific Contexts