This paper is on problem posing with 6-year-old students in Swedish preschool class.First, 77 students worked on a problem-solving task where they had to divide cookiesequally amongst themselves. After that, the students were asked to pose a similar taskto a friend. The focus of this paper is on similarities and differences between the initialproblem-solving task and the tasks posed by the students. Almost all of the posedtasks were classified as mathematical tasks where the majority dealt with the samemathematical content (division) as in the initial problem-solving task. However, therewere several tasks where other mathematics was needed to solve the task, as well astasks where the context differed. One implication is that previous experiences andthe circumstances in which problem posing is introduced seem to have an impact onthe tasks posed by the students.