To investigate what goals of mathematics education for prospective elementary teachers are important, a pool of 265 test items were constructed and presented to 50 persons in the fields of mathematics and mathematics education. They were asked to respond to the importance of each item, as a unit of content, relative to their perceptions of what is important in a mathematics curriculum for prospective elementary teachers and their interpretations of the Committee on the Undergraduate Program in Mathematics (CUPM) recommendations for prospective elementary teachers. Three arbitrary levels of importance, I-1, I-2, and I-3, were used to interpret the participants' perceptions of what is important. Similarly, three levels of CUPM-reflections, R-1, R-2, and R-3, were used to report their interpretations of the CUPM recommendations. Of the 265 items, 47, 20, and 13 percent are at the I-1, I-2, and I-3 level of importance, respectively; and 71, 15, and 8 percent of the items are at the R-1, R-2, and R-3 level of reflection, respectively. From these results it was concluded that the items constructed for this study can be interpreted as an operational version of goals of mathematics education for elementary teachers. (Author/JP)