This study aimed to examine mathematical literacy questions designed by mathematics teachers with graduate-level in mathematical literacy concerning the categories of mathematical content, real-life context, and mathematical processes, which are dimensions of the PISA mathematical literacy framework. Another aim was to investigate the appropriateness of the classifications made by mathematics teachers for the mathematical literacy questions they designed. The study design was a qualitative case study. The participants of the study consist of six secondary school mathematics teachers who are attending a postgraduate mathematical literacy course at a state university in Turkey. The data of the research were obtained from three mathematical literacy questions designed by each of the participants and the classifications made for these questions. The study found that the majority of the questions designed by the participants fell into the category of "change and relationships," and questions related to real-life situations were mostly designed in the "personal" context, with the least number of questions designed in the "scientific" and "societal" contexts. Most questions included all three categories of mathematical processes when examined in terms of mathematical processes. In light of the results of this study, it can be suggested that the training to be provided in the future for writing questions related to mathematical literacy will greatly contribute to teachers.