Problem posing is an inherently creative activity. However, whereas mathematicians create mathematical problems, students in a classroom pose problems mostly when they are required to do so. In addition, the ability to create problems for instructional settings with respect to learners’ needs is an indicator of the instructor’s expertise and rather rare among mathematics teachers. Yet, research on creativity associated with problem posing is even more rare. In this paper, we perform a systematic literature review of empirical research on creativity associated with problem posing and analyze the major foci of this research. We conclude the chapter with suggestions for multiple directions for future research on mathematical problem posing that could shed light on creative processing in general and creativity in problem posing in particular.