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The purpose of this study is to explore the preservice elementary mathematics teachers' views about mathematics subject matter courses taken in undergraduate education. This study used a phenomenological qualitative design. Criterion sampling method, which is one of the purposeful sampling approaches, was used for selecting 43 preservice mathematics teachers. An open-ended questionnaire was used as a data collection tool. Data analysis was conducted by using a content analysis method with thedoi:10.2307/2320345 fatcat:a6hi4lhdbnbtdhc23odkvubmty