Turkish elementary mathematics curriculum was changed based on the new studies and new approaches in 2004. In the new elementary mathematics program, problem solving is considered as an integral part of the mathematics education and it is regarded as a basic skill that should be improved in every subject (MNE, 2003).  The reason of intense emphasis given to problem solving instruction is due to the characteristics and necessity of problem solving not only for success in daily life, but also for the future of societies and improvement in the work force. Due to the unpredictable contingencies and dangerous uncertainties, as human society developed and advanced, the new problems revealed and caused the need for new ways of solving problems (Brown, 2003).
Research showed that teachers' beliefs and preferences about how to teach mathematics play a significant role in how teachers teach in the classroom environments (Ball, 1998; Grouws, 1996; Thompson, 1984; Wilkins & Brand, 2004). Moreover, teachers' actions in the classroom and the observable effects of those actions can be better understood if their thought processes are better understood (Thompson, 1984). The key component of the problem solving process is teachers since problem solving instruction can be most effective when students feel that teachers accept problem solving as an important part of the activity and teachers use problem solving in their mathematics instruction regularly (Lester, 1980).
Many researchers believe that in order to teach mathematics well, one needs to have a positive attitude toward the subject, and that the task of improving the attitudes toward mathematics of future elementary teachers begins at the university. Sherman and Christian (1999) said that improving the attitudes toward mathematics of pre-service elementary teachers is “an important concern for university education courses in order to facilitate positive mathematics attitudes in future elementary pupils” (p. 96). Hungerford (1994) cited the need to improve the mathematics education of future elementary teachers by altering curriculum and attitudes.
In this sense, prospective teachers’ understanding of problem solving abilities and their attitudes towards mathematics may be investigated. For this reason, this study will investigate prospective elementary mathematics teachers’ problem solving beliefs and attitudes towards. Thus, it is believed that the current study will contribute to future developments of mathematical problem solving in teacher education. Moreover, it is expected that learning prospective mathematics teachers’ beliefs about problem solving and attitudes towards mathematics will help educators develop future training programs for prospective and in-service mathematics teachers. The following research questions will guide the present study.
1.    Is there a significant difference in prospective elementary mathematics teachers’ problem solving beliefs with respect to gender?
2.    Is there a significant difference in prospective elementary mathematics teachers’ problem solving beliefs with respect to grade levels?
3.    Is there a significant relationship between prospective elementary mathematics teachers’ problem solving beliefs and mathematics attitudes?

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