This paper reports on a project that sought to enhance problem-solving practices within a cluster of primary schools. In-service teachers' description of their approach to problem-solving suggested it was treated as an isolated practice that occurred after concepts had been taught; often focusing on teaching particular problem-solving strategies (Dooley et al., 2014). There was consensus that problem-solving proved challenging for all concerned. In response, the authors presented an alternative perspective on problem-solving, that is, a teaching through problem solving approach. In this paper, the authors demonstrate how seasonal themed problems were exploited to promote engagement and conceptual understanding across two class levels. While the season was Christmas, the context used could be easily modified to a more generic 'party theme'.