The aim of this study is to investigate the changes in problem-solving abilities and learning attitudes of two elementary second graders after integrating picture books into problem-posing instruction and administering tests on addition and subtraction word problems. The case study approach was adopted; where two second graders, having difficulty in comprehending addition and subtraction word problems, were selected from the researcher¡¦s class. Both students were given addition and subtraction word problems problem-solving pretests and were interviewed afterwards to further analyze their problem-solving abilities and attitudes so as to refer to remedial instruction. After instructional activities came to an end, addition and subtraction word problems problem-solving posttests were then given. Students were interviewed to explore the changes in problem-solving abilities and learning attitudes. Data were collected by observations, interviews and collections of related documents (including two cases¡¦ addition and subtraction word problems pretest and posttest, problem-solving worksheets, problem-posing worksheets, learning diaries, researcher¡¦s teaching introspection record table, audio-taping, video-taping, etc.). The changes in cases¡¦ problem-solving abilities and learning attitudes were analyzed and the findings indicated were four. First, picture books create problem-solving context that can raise cases¡¦ learning motives. Second, with problem-posing process of all types of addition and subtraction word problems and practice, problem-solving abilities of the cases were improved in four dimensions (Being able to locate unknown in problem targets and the known conditions from word problems; being able to select appropriate schematic drawing and to identify its relationship with the problem; being able to set up equations; and, being able to examine whether answers were reasonable.). Third, the remedial instructions designed were able to raise cases¡¦ level of confidence in problem-solving. Fourth, implementing remedial instruction by integrating picture books into problem-posing instruction enables not only transforming one case¡¦s passive learning attitudes to positive but also maintaining the other case¡¦s original positive attitudes. The above four results indicated that implementing addition and subtraction word problems remedial instruction to two second graders by integrating picture books into problem-posing instruction helped to improve children¡¦s problem-solving abilities and learning attitudes. Implications on research and practice were also given.