This study explores possible relationships between modifications to a problem-posing task during a lesson and the resultant problems posed by the pupils. It is based on the observation of an experienced teacher guiding her class of 5-year-olds to pose problems using the information represented in a bar chart. The results show that the teacher’s modifications to the initial task involved significant changes to the variables underpinning it. Those with most impact on the resultant problems were changes to the context of the problem situation (mathematical/real-world) and to the content focus (problem posing as means/goal)—that is, aspects related to the mathematical nature of the posed problems and their context. The study sheds light on the implementation of problem posing, particularly in early-years education.