This chapter discusses various pedagogical approaches to develop refugee students’ mathematical problem-solving skills. The definition and importance of problem-solving skills in the literature are examined. The authors provide definitions of routine and non-routine problems to explain problem types, while Polya’s four-stage problem-solving model and the importance of metacognitive thinking are emphasized. The book chapter also discusses the role of problem-solving skills in the global context based on international assessments, especially TIMSS data. It examines the mathematical difficulties refugee students face, language barriers, the impact of cultural differences, and strategies such as collaborative learning, game-based activities, integration of cultural elements into lessons, and multiple representations. Moreover, strengthening cultural ties through an ethnomathematics approach contributed to students’ problem-solving skills and mathematical understanding. Bartell et al.’s framework for teaching equitable mathematics guides teachers to create more inclusive learning environments for refugee students. At the end of the chapter, an activity is presented in line with Polya’s four-step problem-solving steps.