Teaching strategies and conceptual understanding profoundly take their place in students’ performance in solving situational problems. Problem posing has been used as a strategy in analyzing mathematics performance of students in gaining knowledge and creativity in problem solving. However, there are only a few studies that concern the use of problem posing in solving related rates problems in Basic Calculus. This paper addresses the research gap by identifying hindering factors, facilitating factors, and overall learning experiences of the student in solving related rates problems as exposed to problem posing approach. A senior high school class in Grade 11 with 45 students were chosen to be involved in the study. The students were tasked to solve related rates problems with the aid of problem posing. The data on the effects of problem posing in problem solving were gathered through survey questionnaire and analyzed using descriptive statistics and thematic analysis. The results in the learning experiences of the students showed that though students were challenged and found difficulty in analyzing the problem, problem posing assisted them in analyzing and solving the problem. Finally, students and teachers need to be fully immersed in problem posing to benefit more from the effectiveness of this teaching approach in problem solving.