Abstract: This study was conducted to explore student’s skill in mathematics problem posing. Twenty four students were selected to participate in creating mathematics questions based on a given stimulus. A video on disaster was chosen as stimulus. Students were required to generate as many as possible mathematics questions within 1 h. In addition, a newspaper clipping which was related to the video was used to enhance their understanding about the disaster. They were reminded that the questions could be solved, genuine and creative. The finding revealed that out of 137 questions that the students created, 60 questions were removed due to no solution. However, when comparing the questions with the Revised Taxonomy Bloom, only three questions can be categorized at the application level, 52 were placed at the understanding level and the remaining were at the lowest level. This indicates that problem posing activity is considered new to the students. Furthermore, the thinking level in creating mathematics questions can be considered at low level. Future works have to integrate problem posing activity particularly in teaching and learning of mathematics.