In line with an international trend of curriculum reform towards a greater focus on problem-solving and mathematical literacy, significant reforms of mathematics curricula have taken place in Ireland in recent years. Incorporated in this reform was an attempt to move towards a more problem-solving approach to teaching mathematics. In 2015 the mathematics curriculum was revised once again for the junior cycle (ages 12/13 – 14/15). This research intends to gain an insight into the nature of Irish secondary mathematics teachers’ concerns about problem-solving and asks the question: What is the nature of Irish secondary mathematics teachers’ concerns with regards to problem-solving and the associated classroom-based assessment following recent curriculum reforms?