This study aimed to analyze how mathematics is perceived by undergraduate students in Agronomy, focusing on differences between beginners and seniors. The research adopted a field-based qualitative-quantitative approach, designed as an exploratory-descriptive study, in order to describe and interpret students’ perspectives without interfering in the observed context. Data were collected through a questionnaire applied to students from the Federal University of Espírito Santo (UFES, Alegre campus) and from the Federal Institute of Espírito Santo (IFES, Santa Teresa and Colatina campuses), all located in the state of Espírito Santo, Brazil. The sample comprised students in the 1st–2nd semesters (beginners) and in the 9th–10th semesters (seniors), which allowed a comparative evaluation of perceptions about the role of mathematics in their academic training and professional development. Beginners, with an average age of 19.8 years and mostly coming from public schools, emphasized job market opportunities and the broad scope of the profession as main reasons for choosing the course. They also reported that they had consulted the curriculum before enrollment and highlighted expectations of practical learning. Although most recognized mathematics as fundamental, 60% considered their mathematical knowledge insufficient for course demands, and 53.7% had already failed in mathematics-related subjects, despite 65% declaring that they liked mathematics. Seniors, with an average age of 23.8 years, also mostly from public schools, indicated affinity and interest in the field as their main motivation for enrollment, without consulting the curriculum beforehand. They valued the importance of mathematics for professional performance, with 66% declaring that they liked studying mathematics and 57% reporting satisfactory performance during high school. Nevertheless, they also revealed a high percentage of failures (74%) in mathematics-related subjects during the course. When comparing both groups, the results suggest that while students consistently recognize the importance of mathematics for Agronomy, the difficulties in mastering and applying it persist throughout the course. These findings demonstrate that even though mathematics is considered essential, many students face significant challenges that impact their academic trajectory. The study highlights the need for more effective pedagogical approaches and curricular strategies to strengthen mathematical skills, reduce failure rates, and ensure better integration of mathematics into agronomic practice, thereby improving the preparation of future professionals in agricultural sciences.

Keywords: Agronomy education, mathematics perception, higher education, student performance, teaching strategies.