Abstract: In 1993, a new national mathematics curriculum was introduced in New Zealand. This emphasized the importance of problem solving. Three years down the track there is evidence that a significant proportion of teachers believe problem solving into their teaching. However, despite this evident commitment, problem solving does not seem to occupy a regular place in most classrooms. Teachers see the production of curriculum support material as being the most important single factor for increasing the amount of problem solving should, in school. There appears to be no singe view about how problem solving should, or might, be integrated with more traditional approaches to mathematics teaching, Lesson starters and homework tasks may be an easy way for teachers with no prior experience of problem solving to begin problem solving activities. However, in order for a substantial proportion of teachers to undertake problem solving on a regular basis, some from of professional development is required.