An essential task for mathematics teachers is posing problems. Selecting mathematics problems that develop mathematical proficiency and engage students in desirable mathematical practices is a critical decision-making process. We present the Framework for Posing Elementary Mathematics Problems (F-PosE) developed to focus prospective teacher noticing on desirable features of mathematics problems and inform decision-making processes around the selection of problems for use in elementary classrooms. Development of the framework was informed by a three-phase design research process consisting of an extensive review of the literature, document content analysis and successive testing of mathematics problems in elementary classrooms in partnership with teachers and children. Consequently, it draws from emergent practice informed by the collective endeavour of a community of educators. The framework consists of eight indicators: use of a motivating and engaging context, clarity in language and cultural context, curriculum coherence, attention to cognitive demand, an appropriate number of solution steps to support reasoning, a variety of solution strategies, facilitating multiple solutions and opportunity for success. This F-PosE provides a critical focusing lens for prospective teachers when creating and selecting mathematics problems specifically for use in elementary classrooms.