This chapter is based on a graduate course on problem solving and problem posing given to primary school math teachers. The problems solved in the course were nonroutine, and some were quite challenging. The teachers collaborated in solving the problems. In the chapter, we describe their solution processes and examine how teachers coped with the problem-solving tasks. The teachers were asked to adapt the challenging problems to use in primary school; we analyze the categories of problems they posed and their attitudes toward using problems in instruction.