Apparently, mathematics formulas are usually expressed in symbols, but there should be more meanings than only the outlook symbols of formulas. Mathematics formulas somewhat described the ultimate conditions of the development of mathematics rules and the generalized outcomes of the world phenomena. It is interesting to know if we dig deep into people’s views of mathematics formulas, will it give us more understanding of what people’s specific thoughts about mathematics? Therefore, the purpose of this study was to investigate teachers’ views of mathematics through their evaluations of mathematics formulas from the following three dimensions: the beauty of these formulas, the usefulness of these formulas, and the needs toward the history of these formulas. The subjects of this study consisted of 419 pre-service and in-service teachers. The questionnaire contained 5 questions about the views of mathematics formulas and provided 38 alternatives of mathematics formulas for the subjects to choice. All of the subjects were asked to fill out the questionnaire and 9 of them were interviewed afterwards to get deeper information of their views. The results of this study showed that teachers’ views differed in different groups; however, some of the formulas were popular for every group of teachers. Some characteristics were the keys to judge the beauties of formulas for the teachers, such as « symmetry and regularity, » « domain-overlapping, » « conciseness, » and so on. One prevailed view of teachers to judge the usefulness of formulas was « the function of the formulas toward solving mathematical problems. » Some hidden views of mathematics of the teachers were also found in this study.