Mathematical problem posing, or authoring mathematical tasks, can allow students to integrate their interests and experiences into the classroom. Little research has explored different designs for scaffolding or facets of posed problem quality, particularly when problem posing is based on students' interests. We created an environment that enabled 39 community college students to author algebra problems related to their career interests, and explore four problem-posing scaffolds - video, vignette, example problem, and template. We use a design-based research approach to examine affordances of career problem-posing. Engaging in problem-posing was associated with increased interest in learning mathematics. Use and time spent with scaffolds and time-on-task were related to quality of posed problems, and problem quality features were related to students' ability to solve problems they posed. Text analyses revealed scaffold use was associated with the language students used in the problems they posed. Implications for problem posing in mathematics classrooms are discussed.