This study focused on statistical investigation tasks designed by preservice teachers. Participants designed a statistical investigation task as a culminating summative assessment after completing modules on teaching and learning statistics. Our study examined the designed tasks to identify their strengths as well as areas of needed improvement. Strengths of the designed tasks include the use of large and multivariate datasets, continual connection to context, and the expectation that their students would engage In multiple parts of the statistical investigation cycle and use multiple data representations in a sophisticated way. Noted areas for improvement include issues related to the statistical content of the tasks such as taking a mathematical approach rather than a statistical approach, as well as pedagogical issues such as unclear questions or a focus on numerical computations. Implications regarding preparing preservice teachers to teach statistics are provided.