The aim of this study was to identify the problem posing tendency of preservice teachers (primary and mathematics) in structured problem posing situations. Participants were selected using a two-step sampling process in order to prevent bias. In the first sampling process, a total of 109 pre-service teachers participated in the study. Of these participants, 48 were pre-service primary school mathematics teachers and 61 were pre-service primary teachers who were in their sixth term of school. In the second sampling process, 10 volunteer participants were selected using purposeful sampling. It was found that participants had a tendency to pose result-centered problems (contextually inappropriate and irrelevant result-focused problems) and context-centered problems (standard and non-standard word problems). In some cases, participants did not pose any word problems.