The aim of this study was to examine the potential effect of intelligence games on the problem-posing skills of mathematics teachers. The research, in which case study, one of the qualitative research methods, was preferred, was conducted with two mathematics teachers enrolled in the Mathematics Education Master's Program with Thesis at a state university. Criterion sampling method was used to determine the participants. The criterion was that the teachers did not have any interventions for intelligence games and problem posing. A problem posing test consisting of four tasks was used as a data collection tool. In the test, a visual of each task was included and teachers were asked to pose a problem of each degree of difficulty by giving easy, moderately difficult and difficult prompts for each visual before and after the application. The cognitive complexity analysis framework proposed by Kwek (2015) was used to analyze the mathematical complexity of the problems constructed by the teachers. In the study, it was found that the prompt given in problem posing tasks contributed to the construction of more complex problems. However, high level complex problems were generally posed in the final determination. It was determined that the problems posed by the teachers, especially after the intervention for intelligence games, were high level complex and they associated them with intelligence games. Therefore, in this study, it was concluded that intelligence games cause the problems to be more complex and intelligence games improve problem posing skills.