Beliefs about problem posing are rarely addressed in mathematics education. The study explored 43 senior preservice middle grades mathematics teachers' (PTs) beliefs about problem posing and their possible place in their mathematics-related belief system with two open-ended surveys and one problem posing task. In line with their mathematics-related beliefs, PTs believed that problem posing was important because it supported students' conceptual understanding. However, they believed that problems for the low-level students should require applying simple procedures and these students would not be able to pose problems. Problems including challenging tasks could be posed for highlevel students and they had skills to pose such problems. PTs' problem posing beliefs may be linked more to their beliefs about students' learning than those about nature of mathematics and problems.