This research aims to describe the mathematical problems posed by prospective elementary school pre-service teachers in differentiated learning. This research uses a qualitative approach and uses problem-posing tasks and interviews as tools for collecting data. In the problem-posing task, information on learning conditions is provided, which includes the learning curriculum, learning materials, and the diversity of students' mathematical abilities. The information provided in the problem-posing assignment is used as a reference by pre-service teacher candidates in designing mathematical problems. The research results showed that the majority of pre-service teacher candidates posed one form of mathematics problem with a medium level of difficulty aimed at all groups of students' mathematical abilities. Meanwhile, a small number of pre-service teacher candidates pose differentiated problems according to students' mathematical ability groups. There are three types displayed by elementary school pre-service teacher candidates in posing differentiated mathematics problems focusing on students' mathematical abilities, namely: (1) material-oriented problem posing, that is, teacher candidates differentiate the mathematical topics presented in each problem design; (2) Problem posing is oriented to the way or technique of presenting the problem, namely prospective teachers posing problems by choosing the same mathematical topic but presenting it in different problem forms, so that they have different levels of difficulty in solving them; finally (3) goal-oriented posing problems, namely prospective teachers determine the achievement of the desired problem solving for each student's mathematical abilities as a starting point in designing mathematical problems.