This study examined pre-service teachers' (PSTs) capacity to create mathematical modeling problems (MMPs) for grades 1-3. PSTs created MMPs for their choice of grade level and aligned the mathematical content of their MMPs with the relevant mathematics curriculum.PSTs were given criteria adapted from Galbraith's (2007) MMP design principles, to guide their work. These criteria were then used to evaluate the resulting MMPs, leading to findings and implications relevant to two areas -mathematics teacher education and the design and evaluation of MMPs for young children. Results highlight an inclination toward creating problems for higher grade levels as well as concerns regarding both the PSTs' proficiency with the curriculum content and their capacity to create MMPs for particular content areas. Findings contribute to an important international conversation about the need for further research and development of resources aimed at supporting the integration of mathematical modeling in early childhood mathematics education.

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<p style="text-align:justify">As international concerns about the prevalence of out-of-field teaching have grown, so have discussions about how to support out-of-field teachers. In Ireland, the Professional Diploma in Mathematics for Teaching, a two-year professional development program, was created for out-of-field mathematics teachers. A pre-test, post-test, and final survey examined the program’s impact on participating teachers’ mathematical knowledge, confidence in teaching curricular content, and classroom practice. Findings offer evidence of development in participating teachers’ mathematical knowledge and self-efficacy after completing the program. They also raise important concerns about persistent weaknesses in participating teachers’ mathematical knowledge, particularly related to key areas of the curriculum.</p>