Preservice teachers study an academic discipline (e.g. mathematics) and -- just like students majoring in that discipline -- have a certain level of connectedness to it. While studying, students may compare themselves to peers studying the same discipline within alternative degree programs, characterized by different study contexts. Notably, preservice mathematics teachers may engage in such comparisons with major mathematics students, potentially fostering preservice teachers' feelings of being less connected with the mathematics discipline. Thus, using the constructs of task value and sense of belonging, we investigate how preservice teachers' and major students' perceived connectedness to mathematics differs and how it differs from the connectedness they anticipate is experienced by students in the respective other degree program. Data from 174 preservice mathematics teachers and 96 major mathematics students in Germany suggest that preservice teachers perceive themselves as less connected to the discipline of mathematics than major students perceive themselves to be. These findings are supported by contrasting participants' own perspectives with their anticipated perspectives of what students in the respective alternative degree program would indicate. This comparison yields even more pronounced effect sizes. Differences between levels of comparison as well as implications for higher education and teacher education are discussed.