Through testing and interviews, this study investigates the problem-solving training of pre-service mathematics teachers during their university education. The findings indicate that their problem-solving abilities in mathematics have not improved effectively. The main issues identified include: the influence of secondary education, low professional identity towards the teaching profession, lack of emphasis on problem-solving training, and insufficient accumulation of theoretical knowledge in mathematical problem solving. To address these issues, the following countermeasures are proposed: universities should offer career planning courses related to the education sector to enhance pre-service mathematics teachers' professional identity and sense of belonging; pedagogy instructors should emphasize guiding pre-service teachers to study seminal works on problem-solving research to help them accumulate theoretical knowledge in problem solving; and pre-service mathematics teachers should strengthen self-analysis in problem-solving training, establish problem-solving portfolios, and improve their problem-solving skills.