The paper reports a study of the knowledge preservice secondary school mathematics teachers [PSSMT] hold of problem solving and the role of a reflective-inquiry approach in creating self-awareness of, and in enhancing, this knowledge. The approach included solving problems, narratives, flow charts and observations. The finding shows that the participants were able to construct a deeper understanding of problem solving. It suggests the need for PSSMT to reflect on the learning experiences, not only from the perspective as learner, but also as teacher, in order to be able to construct a meaningful instructional approach for problem solving. [For complete proceedings, see ED496859.]