In this article, the authors present an approach to developing open-ended problems through capturing contextualised mathematics in photographs. They draw upon their research with the Problem Posing Research Project, a collaborative venture between an Australian and a Canadian university to broaden pre-service teachers pedagogical practices in the development of problem posing (see Bragg & Nicol, 2008; Nicol & Bragg, 2009). Based on their research findings and their personal engagement with open-ended problem photos, the authors argue that while the process of developing open-ended problem photos is not without its challenges, it can ultimately enhance an educator's ability to connect with mathematics in ways that open possibilities for seeing mathematics differently. They contend that through creating open-ended problem photos, teachers and students will see mathematics through a new lens. (Contains 4 figures.)