Problem posing as one of the mathematical competencies is required by young generations to face complex problems in the era of the Industrial Revolution 4.0. Prospective mathematics teachers, who will become a teacher have to teach their students (as a member of young generations) problem-posing skills. However, not all prospective mathematics teachers are good at these skills. The purpose of this study is to find out how problem posing can enhance prospective mathematics teachers' professionalism and how to develop their mathematical problem posing ability. The method used is descriptive qualitative. There are literature reviews on 20 journals from the past 10 years that support and related to this study. The results show that developing mathematical problem posing ability can support and enhance prospective mathematics teachers' professionalism in order to face education in the era of the Industrial Revolution 4.0.