The purpose of this study is to assess the fraction addition problems posed by pre-service teachers using digital storytelling and to identify their perspectives on this activity. 69 mathematics teacher candidates participated in the study. The research comprises two sections. Participants were expected to pose a problem via digital storytelling in the first round. After creating digital stories, participants were required to fill out an opinion survey. According to the study's findings, more than half of the participants correctly completed the problem-posing exercise. Additionally, pre-service teachers reported experiencing some difficulties when generating problems, despite their favorable opinions toward the use of digital storytelling to pose problems. Participants could pose problems involving the addition of two or three fractions. Participants encountered issues such as not being a problem or utilizing distinct operations. According to the participants' opinions, some of their skills had improved and they enjoyed the experience.