One of the twin goals of the Philippine Mathematics Curriculum for K-10 is the development of problem-solving skills among students. Crucial to the development of this skill is how teachers phrase word problems. A carefully worded problem could help students gain deeper understanding of the mathematics lessons and learn how to apply these to real-life situations. On the other hand, a poorly constructed problem could lead to misconceptions among students. In this study, word problems constructed by mathematics teachers were examined. A total of 129 in-service teachers from seven regions (I, II, III, IV-A,IV-B,V and CAR) of the Philippines comprised the sample of the study. These teachers were asked to construct their own word problems but with certain restrictions. Their problems were analyzed based on content, accuracy, context, level of difficulty, and originality. Results showed that some teachers had misconceptions while some gave unrealistic situations. The usual context used dwelled on computation of the area of a rectangular region. Grammatical errors were also noted. These results reflect the need for training mathematics teachers nationwide on how to construct word problems. It is further recommended that this skill be made a prerequisite skill among mathematics teachers in order for them to deliver the curriculum effectively