Problem solving is an important aspect of the mathematics classroom and teachers should work to promote problem solving in their classrooms. The purpose of this explanatory mixed-methods study was to examine mathematics preservice teachers' (PSTs) problem-solving performance and connect it with their K-12 and tertiary education problem-solving experiences. The present study is part of a research agenda involving the development and uses of the Problem-Solving (PSM) series. Research conducted in the present study was done within the context of a mathematics teacher education program evaluation and made connections between mathematics content and education faculties. PSTs from one mathematics teacher education program completed one problem solving measure from the PSM series. PSTs were also representatively sampled to participate in a structured interview investigating their problem-solving experiences. Based upon results from this study, we drew the conclusion that PSTs in this teacher education program need more problem-solving experiences in their education to prepare them for their future classrooms.