When one sets out to solve a mathematics problem, a feeling of satisfaction and accomplishment comes with finding the answer and knowing it is correct. In contrast, a student performing the correct process to solve an algebra equation and getting an answer such as 3 = 0 may be left perplexed and not understanding what--if anything--he or she did incorrectly. Throughout the middle-grades curriculum and beyond, students encounter situations where no solution appears, and students must grapple with understanding this often peculiar result. In the moment, these problems can frustrate students. These problems, however, also created important resolution when handled effectively, and they allowed students to engage in reasoning and deepening their understanding of mathematics content. Whereas some may like to avoid problems with no solution, in this article, the author describes the potential opportunities that no-solution problems offer for students in the mathematics classroom.