This paper details an exploratory study of ten elementary preservice teachers (PSTs) involvement in the problem-solving process in a mathematics methods course. The dynamic, messy and nonlinear nature of this process was demonstrated by discussing PSTs' solution process of an open box construction problem. Effective approaches to solve this problem were discussed. Polya's (1957) four-step framework was presented to illustrate the problem-solving process as a more realistic and authentic endeavor, including the importance of using this framework with discretion. The eight Mathematical Practices (Common Core State Standard for Mathematics, CCSSM, 2010) were used to explore the PSTs' problem solution process.