To conduct an opinion survey on the virtually implemented math curriculum during COVID-19, a group of 25 student teachers at the two extreme ends of activity continuum from among 310  individuals who took a course on teaching mathematics at one of the campuses of Farhangian University in Mashhad was selected and then interviewed in a semi-structured setting. The collected data were validated through member check and peer debriefing. Situational analysis of the data is indicative of a difference between the opinions of student teachers with different areas of study (humanities, sciences, and mathematics) and yet similar learning situations on different aspects of math teaching curriculum. Student teachers with previous knowledge on math teaching and a positive attitude towards mathematics experienced a narrower gap between the intended and implemented math curricula.