This study examines the relationship between the past experiences of secondary education students with their current image of mathematics. It is based on the premise that the image of mathematics is formed through experiences mediated by school, parents, peers, and society. Drawings and interviews were used to explore these experiences. The results reveal three outcomes: those where past experiences have a clear influence on their current image of mathematics, cases with no observed relationship, and instances of an ambiguous connection. The findings highlight the remarkable influence of prolonged and constant events, such as the period during the pandemic and parental influence.