Currently, many relevant problems about intuitive imagination literacy have been studied except the cognitive degree of pre-service high school mathematics teachers about it. To address this gap, this study investigates 51 pre-service high school mathematics teachers. Results showed that: (1) The cognitive scope of them about intuitive imagination literacy is not extensive, more than half of the content of intuitive imagination literacy is not recognized; (2) The cognition of many pre-service teachers is not deep or comprehensive and concentrates at a lower level; and (3) The cognition of many pre-service teachers for many aspects of intuitive imagination literacy is not very clear. It is suggested that: (1) experts and teachers who are responsible for educating teachers should pay more attention to intuitive imagination literacy and add relevant courses; and (2) pre-service high school mathematics teachers should understand the content of intuitive imagination literacy comprehensively and deeply, and clarify relevant statements.