This study aims to reveal the opinions of middle school students about the use of mathematical historical sayings in classes and where they use historical sayings. Case study method was used in the study. The study data were collected with the help of unstructured observation, semi-structured interview, and document examination. Within the scope of the study, an observation of 34 course hours was primarily made at two different public schools where historical sayings were used in mathematics classes. And then interviews were conducted with 17 middle school students according to the study objective. Finally, a document examination was carried out for the purpose of determining where students were using historical sayings. While the data acquired from observations and document examination were subjected to descriptive analysis; the data acquired from interviews were subjected to descriptive and content analysis. As a result of the study, students stated that historical sayings increased their interest in math classes; they generally liked historical sayings and shared those sayings with others, but had a difficulty in understanding some of the sayings and had a reduced self-confidence when they failed in interpreting the sayings. It was also determined that historical sayings presented new alternatives to students in math classes as; hanging the sayings on panels and writing them down in notebooks, on the covers of product files and boards.