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This article aims to present the findings of a research which investigated the effect of a difference in word formulation and mathematical characteristics of story problems on their successful solution by preservice mathematics teachers (students) and practising mathematics teachers. The findings show that in the case of a problem with a difference in word formulation of one of its components, but that difference does not entail a difference in the mathematical characteristics and the solution process, the percentage of correct answers to the two versions did not vary significantly. However, when there is a difference in the word formulation of one of the problem's components, leading to difference in the mathematical characteristics and the problem solution, there is a wide gap in the percentage of correct answers between the two versions. These findings were relevant to the preservice mathematics teachers as well as to the practising mathematics teachers. Moreover, the findings illustrate that the students displayed greater originality in the solution process than did the practising teachers. Consequently, during in-service courses and teacher education, it is recommended that we need to focus also on story problems with different word formulations in order to facilitate the thinking processes leading to their solutions.