This research aims to analyze the eight problem-solving scenes in Mongolian primary school science video learning materials and identify if they adapt to the government goals for education and the core curriculum goals. The unit examined is on “leverage”. Two rubrics were used in the analysis. The results clarified the following six points regarding Mongolian video learning materials: (1) Of the eight problem-solving scenes, the “issue scene” category is absent from the list of learning goals of science in the core curriculum, thus the “issue scene” is not observed in any of the videos. (2) The difference in the total numerical value of the evaluations of the two videos in the leverage unit is more significant than that of the two websites in Japan, and there is a considerable variation in each video with respect to three points: the scene, the question, and the attempt to encourage the child’s thinking ability. (3) In the “background scene”, “hypothesis scene”, and “method scene”, there are relatively few attempts to ask questions and encourage children to think. (4) There are 6 scene settings from “background” to “consideration”, which are essential problem-solving scenes. (5) In comparison to other scenes, students are given more oppotunity to consider the contents in the “problem scene” and “consideration scene”. (6) There is a relationship between the “problem scene” and the “consideration scene”, but the relationship with the other scenes is limited. In conclusion, the actions of setting “questions” and “attempts to encourage children’s thinking” in problem-solving situations other than the two scenes of “problem” and “consideration” are limiting. Further efforts to increase the relevance throughout the problem-solving process should be employed, as well as making future video teaching materials more in line with the Mongolian government’s educational policy and core curriculum science goals.