In this article, Garcia and Davis describe problem analysis as the process of examining a given mathematics exercise to find ways in which the problem can be modified and extended to create a richer learning opportunity for students. Students are often reluctant to attempt what they perceive to be higher-order thinking problems, but problem analysis helps bridge this gap. A teacher can analyze a problem, introduce scaffolding to assist students at the beginning, include intermediate steps to provide support throughout the problem, and provide extensions to challenge students to go further. In this way, students at all levels can feel challenged and experience success. By contemplating problems presented in their own classroom materials, teachers can use problem analysis to expand the learning opportunities offered by their district-adopted textbook and its ancillary materials. Procedural skill and conceptual understanding are both important in developing strong mathematics students. By implementing problem analysis, teachers are able to take skills-based problems from existing textbooks and create rich mathematical tasks. By exposing students to tasks using well-designed problem analysis, students are able to uncover and hone their abilities to reason and solve problems. A Bibliography is included.