The insignificant improvement of Indonesian students in PISA mathematics survey calls for researchers in Indonesia to develop PISA-like mathematics tasks. Some development studies have been conducted to produce valid and practical PISA-like problems that potentially effect on the improvement students’ mathematical literacy. This article describes the experiences of Indonesian task designers in developing PISA-like mathematics tasks as well as the potential future studies regarding mathematical literacy as challenges for policy makers, researchers, and practitioners to improve students’ mathematical literacy in Indonesia. Results indicate the task designers considered domains of PISA: context, mathematical content, and process as the first profiles of their missions. Our analysis shows that the designers mostly experienced difficulties regarding the authenticity of context use and language structure. Interestingly, many of them harnessed a variety of local wisdom in Indonesia as contexts for designing PISA-like tasks. Also, the products developed were reported to potentially effect on students’ interest and elicit students’ mathematical competencies mentioned in PISA framework.  Finally, this paper discusses future studies such as issues in bringing PISA task into an instructional practice.