Problems presented in mathematics classrooms often focus on routine tasks with students practicing mathematical techniques demonstrated by the teacher. However, this does not reflect the problem-solving process in the real world, and students often find it difficult to connect school mathematics with authentic contexts. This paper discusses findings from a study of Year 5 student perceptions of problem-posing during a two-week open mathematical inquiry. While the semi-structured interviews indicated the students perceived themselves to be skilled at problem-posing, triangulation of the video observations and work samples told a different story.