This paper focuses on primary school students’ images of problem solving in mathematics. The teachers of these students have been involved in a national professional development programme on problem solving in mathematics involving them reading literature and conducting problem-solving lessons in their classes. One semester after this professional development programme, interviews were carried out with both teachers and students. These interviews show that the students have very different images of problem solving, both in relation to each other and in relation to the teachers. These different images will influence what these students think about problem solving and what they learn about and by problem solving, as well as influencing the potential for their teachers to teach problem solving