Problem posing can create new problems based on given conditions or the reformulation of a given problem. Using descriptive-quantitative research, the pre-service mathematics teachers administered a problem-posing task with photographs. The task was given to all 20 pre-service Mathematics teachers of the Local College in Tangub City. The data gathered in this study were evaluated by considering; i.) text of the problem, ii.) the problem's suitability to the mathematical concepts, iii.) the problem construction, and iv.) the possibility of solving the problem. Based on the findings, it can be concluded that the majority of the pre-service teachers can pose mathematical word problems which are clear, understandable, and solvable. They can also apply mathematical principles in posing word problems. However, most of them posed problems that were considered as exercises only. This confirms the researchers' arguments that pre-service teachers can pose very easy problems. Therefore, it is recommended that more time be spent in methods classes teaching problem kinds, problem- solving procedures, and problem posing. Furthermore, mathematics teaching should include challenging problems, letting the learners improve critical thinking skills, specifically in the problem-solving course. Thus, teachers' pedagogical content knowledge in mathematics teaching should include problem posing strategy.