This study investigates the problems posed by Turkish pre-service primary teachers and explores the issues they encountered while posing problems related to fractions. A free problem-posing task was administered to 98 pre-service primary teachers who are in sixth academic term, and task-based interviews were conducted with eight volunteered participants. The data obtained from the study were analyzed using content analysis method. According to results of the study it was found that pre-service primary teachers primarily produced story problems including meanings of fractions, operations with fractions, and a combination as well as some irrelevant problems and non-story problems such as symbolic and story equations. Although the large majority of teacher candidates posed problems involving the operator meaning of fractions, a few participants posed problems including the division and subtraction operations. In free fraction problem-posing activities, participants had some difficulties choosing the right data and the correct fractional numbers when setting problems.