This is an exploratory study that investigates the problems formulated by prospective teachers from a PISA-like task. A total of 25 students participated in a writing test to create four mathematics problems with levels of applying, reasoning, evaluating, and creating according to the revised framework of Bloom's taxonomy. The data, which are the problems posed by the prospective teachers, were then analyzed based on the criteria whether they are categorized as mathematics problems, not problems, or exercises, as well as variations in the methods of problem reformation: changing context or content, simplifying, expanding problems, changing what is given and what is desired, adding information, and combinations. In addition, the mathematics problems are also assessed based on the suitability of the cognitive processes chosen for each problem posed. The results show that the combination type of adding information and simplified is the most common method found in the questions made. While most of the problems which meet the level of applying correspond to what cognitive reports are supposed to be, only a small number of problems are posed that are successfully structured according to the higher levels of cognitive processes, namely evaluating and creating.