This study aims at profiling context-based tasks designed by prospective mathematics teachers regarding three aspects: types of proportional reasoning problem, levels of reasoning and argumentation proposed by PISA framework, and level of context embedded in the tasks. Data were collected through 62 context-based tasks designed by 30 prospective teachers studying at a mathematics teacher education program at a state university in Surabaya, Indonesia. When designing context-based tasks, the prospective teachers were provided with a piece of contextual information which encourage proportional reasoning. The tasks were analyzed by categorizing them into such three aspects using percentage. Results of this study indicate that all the designed tasks were solvable although five of them were identified as non-proportional reasoning problems.  The tasks identified as proportional reasoning problems were all indicated as missing value problems with various levels of context use and reasoning. However, no task was found as a problem involving a comparison of two rates. In addition, a relatively few of the designed tasks were coded as border problems, whereas the remaining vary from wrapper to tapestry problem. Out of four levels of reasoning and argumentation, most context-based tasks only reach second level of reasoning, i.e. linking separate components present in the problem, or to use straightforward reasoning within one aspect of the problem.   As implications, this study bring insight for problem designer on how to pose proportional reasoning problem considering contextual situation.