This article analyzes and discusses the professional values of prospective mathematics teachers. Theoretical approaches to the understanding of teachers' professional values, such as critical mathematics education and relational perspectives, are well developed. Still, there are few empirical contributions to the field. Here, professional values are understood as interwoven with professional identity. The article raises the question of how prospective teachers construct their identity and values in time and space, and the analysis is based on data material from mathematics teacher students at two Norwegian teacher education institutions. The main finding is that the teacher students construct their professional identity and values in a compressed timespace. Their professional responsibility is located in and restricted to themselves and the relation to the individual student, not including concern for, for instance, social justice. The students do not express opposition to ideals of social justice, but it is beyond their constructed professional timespace identity, values and responsibility.