The present study explores engineering students' mathematical problem posing competencies in relation to integral calculus, and their attitudes towards mathematical problem posing. The sample comprised of 135 undergraduate engineering students from a public university in Iran. Students' problem posing competencies were explored using a test including eight problem posing tasks related to the fundamental theorem of calculus and integral-area relationships. Furthermore, students completed a questionnaire that explored their attitudes towards mathematical problem posing. Nine students also participated in a semi-structured interview. The findings show that many students could improve their problem posing abilities further, and around 60 percent of students had positive attitudes towards mathematical problem posing activities.