This paper is on problem posing with 6-year-old students in Swedish preschool class. First, 77 students worked on a problem-solving task where they had to divide cookies equally amongst themselves. After that, the students were asked to pose a similar task to a friend. The focus of this paper is on similarities and differences between the initial problem-solving task and the tasks posed by the students. Almost all of the posed tasks were classified as mathematical tasks where the majority dealt with the same mathematical content (division) as in the initial problem-solving task. However, there were several tasks where other mathematics was needed to solve the task, as well as tasks where the context differed. One implication is that previous experiences and the circumstances in which problem posing is introduced seem to have an impact on the tasks posed by the students.