Knowing the preservice mathematics teachers' conceptions of learning is one of the key factors of taking significant educational measures regarding the future. The purpose of this study was to investigate preservice mathematics teachers' conceptions of and approaches to learning. The phenomenographic qualitative research method was used to determine preservice mathematics teachers' conceptions of and approaches to learning. The data obtained from written materials were collected from 150 participating students using an open-ended question and analyzed through content analysis techniques. Then the participants' conceptions of and approaches to learning were categorized into six and two groups, respectively. The results show that approximately one-third of preservice mathematics teachers focus on learning as applying. Additionally, it is found that two-third of preservice mathematics teachers use surface approaches. and one-third of them use deep approaches.