This study aims to investigate prospective teachers' beliefs toward the realism of mathematics word problems. The study employed both quantitative and qualitative analysis. A 36- item survey was distributed to 28 prospective mathematics teachers in one of the private universities in Indonesia. The survey was developed using the framework proposed by Palm (2006). The survey data was analyzed quantitatively by giving a score to each item's scale responded by participants. Then, interviews were conducted with six participants who have realistic, non-realistic, and neutral beliefs toward word problems. The interviews excerpts were analyzed qualitatively through excerpt coding. It was found that 20 participants possessed realistic beliefs toward word problems, while the rest possessed non-realistic and neutral beliefs (7 and 1 participant consecutively). Prospective teachers with realistic beliefs emphasized that any information presented in the word problem should simulate real life as accurately as possible. In contrast, those who have non-realistic beliefs stated that it was acceptable if it can be imagined. Neutral prospective teachers believe that word problems' realism is relative to cultural setting and students' background.