The present study aimed to make an error analysis in the problems posed by pre-service elementary mathematics teachers about fractional division operation. It was carried out with 64 pre-service teachers studying in their final year in the Department of Mathematics Teaching in an eastern university during the spring semester of academic year 2010-2011. The data collection instrument used in the study was the four-item Problem Posing Test (PPT) developed about fractional division operation. Semi-structured interviews were conducted with 16 pre-service teachers so as to confirm the errors observed in the responses to the PPT and to reveal the reasons behind these errors in detail. Seven types of errors were identified in the problems posed by the pre-service teachers about fractional division. In addition, it was also found that the pre-service teachers overlooked the conceptual aspect of division in the problems they posed about fractional division.