Successful integration of problem-solving in mathematics classrooms lies mostly with the assistance and support teachers get. Many studies have been conducted on the strategies teachers can use to integrate problem-solving in their teaching of mathematics, however, few studies have been conducted on frameworks/models that can assist teachers and students to integrate problem solving in mathematics. There is a need for the development of framework(s) that focus on helping teachers and students with problem solving in classroom activities and practices. The study reported here was undertaken to explore teachers' viewpoints on the classroom practices that help develop learners' problem-solving skills in mathematics, with the purpose of developing a framework that can be used in the integration of problem-solving activities in mathematics classroom teaching. A qualitative case study that involved five secondary school teachers was undertaken in the Maseru district, Lesotho. Data were generated through an open-ended questionnaire, semi-structured interviews, and lesson observations and were analysed using thematic analysis. The findings revealed that the teachers possess relevant information about problem solving, but are challenged in integrating related practices and activities in their teaching. The amount of time available during mathematics lessons and the use of real-world problems were found to be among the most difficult issues. Most importantly, the findings provided useful information that helped in developing a framework that mathematics teachers could use to integrate problem-solving in their classroom activities.