This paper presents the findings of a study involving 16 undergraduate students enrolled in a basic financial mathematics course. The study aimed to examine the nature of the students' problem-posing and problem-solving products and processes, as well as the interactions between the two. The findings revealed that the majority of the posed problems were valid but closely resembled the problems encountered in class. While most students modified multiple elements in the initial problems, these modifications were mainly cosmetic, such as changing numeric values. The modified problems could be solved by following the solutions used for the initial problems. Additionally, students' problem-posing and problem-solving processes interacted in numerous mutually beneficial ways. For instance, during problem-posing, students utilized their problem-solving skills to enhance the quality of their problems. Similarly, the students established deep and valid connections between various mathematical concepts learned and discovered potential limitations in their knowledge.