Previous research showed that the use of laboratory materials, cooperative learning or rich mathematical problems promotes problem solving teaching and has a significant role in student learning. That is why the intention of this study was to investigate how the three concepts are used in problem solving teaching and how they can promote this type of mathematics teaching. In order to produce results for the purpose of the study, eight interviews were conducted with eight active primary school teachers to answer the following questions: 1) How do teachers describe their use of laboratory material, cooperative learning and rich mathematical problems in problem-solving teaching? 2) What opportunities and difficulties do teachers see with the use of these concepts? The results showed that the integration of laboratory material in the form of everyday materials, pedagogical materials and digital materials in problem solving teaching has a positive impact on students' problem solving skills and contributes to increased interest in mathematics teaching. It also appeared that the use of these materials enables the students to understand the abstract mathematical content in a clear way. The results of the study showed that the use of cooperative teaching is beneficial for students' development in problem solving. Through this way of working, the students' participation and activity in the classroom is strengthened and increased, which contributes to the students being able to achieve a desired result together. The results analysis clarified that the use of certain criteria for rich mathematical problems are important and necessary to be met in problem solving, while other criteria may be difficult to meet. But previous research showed that all seven criteria for rich math problems are necessary in problem solving tasks.