Through questionnaire and interviews, this study aims to investigate junior college students' perceptions about mathematics-literature in hopes of understanding the role it plays in the learning of mathematics. Questionnaire results indicate that far fewer participants felt confident in composing mathematics-literature and motivated to learn mathematics by writing or by mathematics-literature than those who felt competent in either mathematics or Chinese writing competence alone. Notwithstanding, the results signify the importance of incorporating writing and mathematics-literature into a mathematics class, especially for those feeling confident in the use of writing and the creation of mathematics-literature in mathematics-learning. Research results disclose that the perceived definition of mathematics-literature is the combination of both elements; usually words are used to deliver abstract mathematical concepts, bringing students closer to mathematics. Depicting the dynamic nature of mathematics, the participants strategically used rhythmic words, numeric homophonic words, punctuation or metaphors to create vivid images or they constructed poetry with a plot that mirrors life. The creation of mathematics-literature also becomes a grade boosting incentive to learn mathematics. This study highlights the significance of interdisciplinary education between mathematics and language for both teacher and students