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This paper examines the use of contextual problems to supportmathematical learning based on current classroom practice. The usecontextual problems offers some potentials to engage and motivatestudents in learning mathematics but it also presents some challengesfor students in classrooms. Examples of the use of contextual problemsfrom several primary classrooms in Indonesia will be discussed.Contextual problems do not lend themselves to a meaningful learningfor students. Teachers need to engage students in interpreting thecontext in order to explore key mathematical ideas. It is critical toestablish explicit links between the context and the mathematics ideasto support students’ progression in their mathematical thinking.