Student problem posing has been advocated for mathematics instruction, and it has been suggested that problem posing can be used to develop students' mathematical content knowledge. But, problem posing has rarely been utilized in university-level mathematics courses. The goal of this teacher-as-researcher study was to develop and investigate problem-posing pedagogics used in a university-level precalculus course. A grounded theory approach was used, and the following research questions were addressed: (1) What were characteristics of the intended student problem-posing tasks that were implemented within the teacher's normal instructional approach for the purpose of developing students' mathematical content knowledge?, (2) To what extent did the teacher's use of intended student problem-posing tasks support student problem posing? In particular, what was the nature of students' pursuits of such tasks?, and (3) In what ways do responses to research questions 1 and 2 inform the teacher's perspective regarding her use of problem-posing pedagogies in future precalculus course instruction? A problem-posing task-structure framework was developed that, among other things, described: the type of problem to be posed, embedded posing means or strategies, and problem criteria to be satisfied. Constructs were also developed to describe: instructional forms used to present problem-posing tasks, roles the teacher played that contributed toward the pursuit of such tasks, and student participation in pursuit of such tasks through class discussion. Students' pursuits of problem-posing tasks were characterized as: problem completion during problem solving, answering a problem-generation or problem-regeneration question, proposing a problem or a significant idea for a problem to solve or discuss, making a strong proposition, student problem creation, participation in cooperative problem creation with the teacher, and participation in problem production. The teacher-researcher considered which characterizations were consistent with the phrase "student problem posing," and drew conclusions that could guide her use of problem-posing pedagogies in future precalculus instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]