Abstract The article describes and discusses a study of upper secondary students’ changes in beliefs/views about (or images of) mathematics as a (scientific) discipline. A class of 23 students is followed over a one-year period, in which they were involved in the conduction of two specially designed teaching modules. Through questionnaires, individual interviews, and video recordings (in particular of one focus group of students), different types of changes in the students’ beliefs/views about mathematics as a discipline were observed. As a final result of these detected changes, a small model for (or definition of) students’ reflected images of mathematics as a discipline is proposed.