The aim of the study was to examine the views of elementary mathematics teaching (EMT) and mathematics department studentstowards providing mathematical proof and their conceptual-operational approaches to problems at gender, department, and gradelevel. The relationship between mathematical proofing and the conceptual-proof approach to problems was also examined. Thestudy was carried out with 237 students studying at the EMT and mathematics departments of a public university. The data of theresearch were collected with the View Scale on Mathematical Proof and the Conceptual-Operational Approach Belief Scale inProblem Solving. As a result of the study, it was seen that the students' views on proof were neither positive nor negative, and theywere almost equally inclined to use conceptual-operational approaches. It was observed that the students had moderate views onproof and conceptual-operational approaches. No significant difference was found in both scales in terms of gender. When theaverages according to the departments were examined, it was seen that the students of the mathematics department had morepositive opinions about the proof, no significant difference was found in the averages of the conceptual-operational approach. While it was observed that the average of the opinions about proof did not differ significantly according to the grade levels, theconceptual-operational approaches were lower in third grade students compared to first and fourth graders. A medium-levelrelationship was found between students' views on mathematical proof and their conceptual-procedural approach beliefs.