Research on gender issues and mathematics education is often conducted in classroom settings and/or with teachers, students, and parents. However, perspectives about mathematics from adults beyond teachers and parents can have an impact on students. Thus, we conducted research in Australia and Canada about the general public's views of gender and mathematics. Participants (n = 405) were surveyed using a questionnaire in which all questions were worded in a non-binary manner. In this article, we focus on participants' views about gender and mathematics ability, and the importance of studying mathematics by gender. We report both overall trends and trends by demographic group (country, gender, age, and education level). The majority of participants indicated that there was no relationship between gender and mathematics ability or between gender and the importance of studying mathematics. Participants with gendered views typically felt that boys/men/males are better at mathematics and that it was more important for girls/women/females to study mathematics. Although the findings were generally encouraging, the existence of sexist, stereotyped views highlights the need for additional work to probe people's views of gender and mathematics. Our study is an example of mathematics education research conducted in a gender-inclusive way.