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In this study, it is aimed to investigate the relationships between middle school students' problem posing achievements and math problem solving attitudes about fractions topic. In addition to this, middle school students' problem posing achievements and math problem solving attitudes were examined in terms of gender and grade levels. For this purpose, the relational screening model was used in this study. The study group is consisted of 92 students who are studying in different grades in this middle school. "Problem Posing Form-PPF" and "Mathematics Problem Solving Attitude Scale-MPSAS" was used as data collection tools. It was determined that there was a positive and significant correlation at a moderate level between students' problem posing achievements and math problem solving attitudes. It was found that there was significant differences students' problem posing achievements according to gender and grade levels. There was no significant differences students' math problem solving attitudes according to gender and grade levels.