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This research aims to produced a description and comprehensive understanding of the meaning of certain mathematical objects resulting from the depersonalization and repersonalization process. It also described their meaningful experience through real analysis and mathematics selected topic classes. This research was based on a fact that depersonalization and repersonalization processes indicate a new awareness and understanding of teacher thinking processes. The processes need to be developed for mathematics teacher candidates. To examine the processes deeply and to develop them. This study observed deeply the phenomenon of depersonalization and repersonalization of students in real analysis and mathematics selected topic classes. This research used a hermeneutic phenomenology approach. The hermeneutic approach was expected to be able to capture the meaning formed from the process of depersonalization and repersonalization selected concepts from the two subjects and able to reveal aspects of learning experiences. The result of this research, there are some form of depersonalization and repersonalization that appear in the classes. Some of depersonalization are construct an explicit or external knowledge and implicit knowledge, whereas repersonalization are identified learning obstacles, explored possible learning trajectory of the concept, developed didactical design of the concept, explored predictions and their anticipation of possible students- responses, prepared for design implementation, implemented the design, and been doing retrospective analyses.