This semi-experimental study aims to examine the impact of a learning environment that uses interactive electronic textbook on the affective learning of prospective mathematics teachers. The study group consisted of 64 prospective teachers attending the Mathematics Teaching program at Karadeniz Technical University, Turkey. For 14 weeks, experimental group received the Development and Learning course in a blended learning environment, in which an interactive e-textbook was used inside and outside the classroom. In this period, only face to face education was conducted with the control group in the classroom environment. A course attitude scale and a blended learning environment satisfaction scale were employed for the purpose of data collection. In addition, observations were conducted with both of the groups during the application. The analysis of the findings indicated that there was a significant increase between pre- and post-course attitude scores of experimental group students, the students were satisfied with the learning environment formed, and the electronic text book increased interest in the course.Key Words: Interactive electronic textbook, prospective mathematics teachers, blended learning model, affective learning