The aim of this study is to investigate the attitudes of prospective mathematics teachers towards mobile learning based on different variables and examine their opinions on this subject. This study used an exploratory design, which is a mixed design involving the analysis of qualitative and quantitative data collected together. The participants, which consisted of 181 prospective teachers, were selected by convenient sampling. The study was performed with a mixed method in which both qualitative and quantitative data were collected and analyzed together. The quantitative data of this study were collected by a mobile learning attitude scale, while the qualitative data were collected via a semi-structured interview form. Independent samples t-test was used to analyze the quantitative data, while content analysis was used on the qualitative data. As a result of the study, it was found that the attitudes of the prospective teachers towards mobile learning were on a medium-level both in the general total and sub-factor (freedom, advantages, practicality and limitations) scores, and the attitudes of the male participants were higher than those of the female participants. On the other hand, it was found that the prospective mathematics teachers had positive views on mobile learning, most stated that this type of learning has advantages and disadvantages and it may be used in extracurricular environments and increases course success, but it is not economical.