The aim of our study is to determine what types of verbal problems the pre-service teachers with low mathematics self-efficacy are capable of posing and how they express their experiences in the process of problem posing emotionally. In this study, the case study method of qualitative research methods was used. The study group of the research consists of nine pre-service primary school teachers. The data of the study were collected by the Mathematics Self-Efficacy Informative Sources Scale, Verbal Problem Posing Form, and clinical interview method. In order to determine the pre-service teachers with low-level mathematics self-efficacy, the Mathematics Self-Efficacy Informative Sources Scale developed by Ozyurek (2002) was applied. To determine the verbal problem-posing skills of pre-service teachers with low mathematics self-efficacy, the Verbal Problem Posing Form, which was created by the researchers, was used. Verbal Problem Posing Form was based on the following studies; Ghasempour, Nor Bakar & Jahanshahloo (2013), Lin (2004) and Xie (2016). In Annex 2, some of the tasks in this form are listed. Pre-service classroom teachers with low mathematics self-efficacy have been interviewed in clinical interviews to determine how they express their experience in posing verbal problems involving four operations emotionally. Descriptive analysis was performed on the verbal problems posed by the pre-service teachers according to the classification of addition, subtraction, multiplication, and division by Van De Walle, Karp and Bay-Williams (2016). Content analysis was performed on the findings obtained as a result of the clinical interviews. According to the findings, it was determined that pre-service teachers had difficulty in establishing verbal problem posing. In addition, pre-service teachers the experiences of process in problem posing were gathered under the themes of “experiences” and “emotions”.