This study explored whether significant differences can be found in word problems composed by preservice teachers and inservice teachers in the field. Forty word problems constructed by preservice and inservice teachers in two semi-structured problem-posing tasks were examined and analyzed in terms of type, content, context, and cognitive load. The findings of the study show that while both groups of teachers used varied content topics that dealt with numbers, algebra, geometry, measurement and a little on data, the problems produced were of the routine reformulated type which were mostly on applications of mathematical concepts. Only one of the problems which was constructed by a preservice teacher was of the process type. Personal context dominated both sets of problems but it was that noted that the inservice teachers tend to produce problems that are more theoretical in nature. Moreover, it was noted that both groups did not explore other contexts such as occupational, societal and scientific, and constructed word problems were bordering on the low cognitive load. The study underscores the potential of problem posing for assessing both mathematical content knowledge and pedagogical skills of teachers. Recommendations for focus training on crafting good, effective and varied word problems that are realistic and accurate are put forward.