This chapter concerns specific strategies for problem posing and more interested in exhibiting a strong connection between problem posing and problem solving. First it shows not only that problem solving may lead to problem posing, but that frequently the authors do not appreciate the significance of an alleged solution without generating and analyzing further problems or questions. Second, it claims that the act of problem solving often requires some reformulation of the original problem that is essentially a problem-generating activity. The chapter focuses on discovering the significance of an alleged solution, there has been some interesting empirical research in mathematics education in recent years on the two aspects of problem posing. Subjects posed more problems before problem solving than during or after problem solving, and they tended to shift the focus of their posing between posing phases based at least in part on the intervening problem-solving experience.