The purpose of this study is to examine problems posed by prospective primary school teachers on basic algorithms with whole numbers and their problem posing skills. The data were collected through the case study method, which is one of the qualitative research methods. A Problem Posing Questionnaire (PPQ) containing 2 problem posing situations (Selecting and Comprehending) was administered to 72 prospective primary school teachers enrolled in a state university located in Central Anatolia in Turkey. Data was analyzed through content analysis approach. According to the findings of the study, the majority of prospective primary school mathematics teachers did not have difficulty in comprehending and selecting problem posing situations and they posed story problems in accordance with the level of 4 th grade primary school students. However, problems posed by some prospective teachers were not appropriate to the mathematical equations given in comprehending problem posing situation. Similarly, in selecting problem posing, a few prospective teachers did not pose problems related to the answer presented in problem situation. In order to develop problem posing skills of prospective teachers who could not pose problems, it may be suggested that prospective teachers' knowledge and beliefs about the importance of problem posing activities might be increased. Furthermore, the problem-posing approach may be more involved in teacher education programs. Also, it will be useful to raise awareness that teachers should include problem-solving studies as well as problem-solving studies in their respective classes.