The psychological dimensions of the teaching of mathematics are attracting increasing attention in mathematics education research. This study presents a crossnational comparative study of the mathematical identities of a sample of preservice and inservice primary teachers in the partner institutions (in Italy, France and Spain) of a specific European project in the area of innovation. Given that preservice and inservice teachers' mathematical identities have been forged throughout diverse experiences during their school years, and are informed, among other factors, by their beliefs and attitudes, a questionnaire was designed and delivered seeking to identify preservice and inservice teachers' experiences, beliefs and attitudes towards mathematics and mathematics teaching. This paper presents the manner in which this questionnaire has been used to set up diverse profiles of preservice and inservice primary teachers. Moreover, a deep analysis of the responses given to the questionnaire has allowed us to identify specific particularities which may be associated with the different countries involved in the project, distinguishing these from their shared beliefs and attitudes. In addition, implications for the design of interventions capable of promoting trust, enjoyment, and human expression in the mathematics education of preservice and inservice teachers are presented.