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Problem solving is a core component of mathematics education around the world. However, students face a number of challenges when engaged in mathematical problem solving. This paper examines the beliefs, processes and difficulties associated with mathematical problem solving of Grade 9 students. Consistent with the constructivist notions, we framed the study within Mayer's work who approached problem solving as a process that is largely influenced by problem representation and problem solution. We conducted semi-structured interviews with 12 Grade 9 students and further engaged them in solving five different word problems. The findings revealed that they struggle with solving mathematical word problems due to five major reasons. These include: making sense of the problem statement, conceptual understanding, contextualization, visualization of the problem, and critical thinking and reasoning. We conclude the paper by discussing relevant implications for mathematics education in Pakistan