The purpose of this research is to explore the implementation of mathematics problem-posing (MPP) in probability lessons in vocational schools. Students initially solved the problems that the teacher provided, then posed other problems (with the same method in solving the initial problem), and finally solved the posed problems. Data included problem-posing/solving worksheets, learning diaries, teacher’s journals, and audio tapes. First, it was found that probability was an ideal unit for vocational students to do MPP for real-life situations. Second, students nearly solved all the posed problems successfully (cognitive aspects), and expressed a liking for MPP (affective aspect). Third, the teacher closed with suggestions for future teaching.