The need to use mathematics, which is an indispensable part of our lives, brings with it demands from individuals to have basic mathematical skills in daily life in today's societies. While the traditional mathematics education claims to have students reach to the solution by learning the concept and strategies, active learning, which emerged in recent times, advocates that students must understand mathematics by their own conceptions. PBL is a learner-centered instructional approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem (Savery, 2006). This research aims to determine comparatively the views of faculty members and students, who are in the faculties in which PBL method is applied, about the learning process. The sample is formed by 24 faculty members and 27 students who are involved in PBL process in various parts of Dokuz Eylül University. In the study, two forms of interview prepared by the researcher were used. As a result, it is shown that the faculty members' and students' views are generally correlated. Both the faculty members and the students believe that PBL is an effective method that can deliver significant gains to the individual, but it has some disadvantages caused by the system and way of application. In addition, both students and faculty members think that problem based learning has positive effects on attitudes towards mathematics and it can be applied efficiently in Mathematics education. On the other hand, they also believe that this efficiency will increase if the method can be applied as blended with the implementations of classical education.