The aim of this study is to compare the mathematical thinking experiences of fourth grade students at faculty of education and faculty of arts and sciences in the stages of specializing, generalizing, conjecturing, and proving. The study was conducted with 72 fourth grade students in the spring term of the academic year of 2015-2016. While 36 were from the elementary mathematics teaching programme at faculty of education; 36 of students were from the department of mathematics at faculty of arts and sciences. The data were collected via the study worksheets and unstructured observations that were performed during the application and they were analyzed via content analysis method. Findings acquired from the worksheets and observations that were performed during the application show that students at faculty of education are more successful in the stages of mathematical thinking than students at faculty of arts and sciences.