Mathematical problem posing (MPP) has attracted considerable research attention, including the design and implementation of interventions for enhancing MPP competence. Despite progress in this area, however, the field still lacks understanding of the challenges associated with such interventions. Through a thematic analysis of 26 intervention studies for enhancing MPP competence, we took a step towards charting the domain of such challenges thus contributing to efforts to more effectively design and implement MPP interventions, including “scaling up” successful interventions. We identify and discuss three groups of challenges: conceptual–theoretical, methodological, and practical. Consideration of these challenges highlights the necessity for collaborative efforts among researchers, teachers, and curriculum developers towards fostering a more effective and inclusive MPP educational practice.