The purpose of this study is to establish the views of primary school teaching teacher candidates on the teaching methods-techniques and assessment and evaluation methods they would prefer in mathematic teaching. Case study which is one of the qualitative research methods was used in the research. The study is composed of 30 teacher candidates who are studying at the 4th grade of Cumhuriyet University, Faculty of Education, Department of Primary Education, Branch of Primary School Teaching. A semi-structured interview form consisting of 6 open-ended question was utilized to establish the views of teacher candidates on the teaching methods/techniques and assessment and evaluation methods they would prefer to use in mathematic teaching. Content analysis method was used in the evaluation of the collected data in line with the qualitative research pattern. According to study results, while the methods-techniques most preferred by teacher candidates are questionanswer and show and do, the methods-techniques they would not prefer are simulation and plain narration. When teacher candidates were asked about the criteria they have set in the selection of methods/techniques they would prefer in Mathematic teaching, it is observed that they concentrated on the criteria of “Suitability to student level”, “Suitability to individual differences”, “Suitability to the attainments of the class”, “Suitability to the content of the class”, “Affordability”, “Suitability to learning environment” the most. In the assessment and evaluation dimension of the study, while the assessment-evaluation methods most preferred by teacher candidates are open ended and multiple-choice questions, the methods they would not prefer are true-false, multiplechoice and fill in the gaps questions. Lastly, when primary school teacher candidates were asked about the criteria they have set in the selection of assessment-evaluation they would prefer in the assessment of Mathematic success in the research, they have stated the criteria of “Suitability to student levels”, “Suitability to the structure of the Mathematic class”, “Suitability to physical learning environment”, “Time efficiency”, “Process-oriented assessment”, “Affordability”, “Taking into consideration of individual differences”, “Provision of content validity” and “Suitability to objectives.